Digital game-based learning aligns most with practice/participation and belief/perception dimensions, while mobile-enabled learning leads access to assets¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the reviewed studies, DGBL aligns with practice and participation (83%) and belief and perception (83%) more than mobile-enabled learning (71%/57%), CAL (50%/57%) and emerging technologies (33%/67%). → Liang 2023 q2 i? Mobile-enabled learning (43%) leads to more access to assets, followed by CAL (21%) and DGBL (17%). → Liang 2023

Evidence¶

Liang 2023¶

Liang, M., Lim, C. P., Park, J., & Mendoza, N. B. (2023). A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10178-w

q2 · i? · review · r2

Cross-study comparison reported in the review's key findings section, based on Table 3 alignment counts of the 30 included studies against GAF dimensions. Percentages are as printed in the review.

"it is found that mobile-enabled learning (43%) leads to more access to assets in this review, followed by CAL (21%) and DGBL (17%); DGBL (83%) leads to more practice and participation, than mobile-enabled learning (71%), CAL (50%), emerging technologies-enabled learning (33%); DGBL (83%) also leads to more changes of belief and perception, followed by emerging technologies-enabled learning (67%), mobile-enabled learning (57%) and CAL (57%)."

Discussion¶

Related Claims¶

• ICT-enabled learning may change beliefs and perceptions about girls' capacity and ICT's value — related
• ICT-enabled learning improves schoolgirls' practice and participation in learning, with girls sometimes scoring better than boys — related
• Mobile devices make education more accessible anytime and anywhere, but this attractiveness comes with limitations for adoption and usage — related
• Four ICT-enabled learning approaches are used in empirical studies of schoolgirls' learning in Asia, with computer-assisted learning the most common — related
• ICT-enabled learning improves schoolgirls' access to resources, knowledge, and skills — a broader claim this one bears on
• Fewer reviewed studies align with the policy dimension, and policies ignoring gender differences may deter girls' participation — related