EdTech interventions significantly improve student motivation (d = 0.375), but motivation does not significantly correlate with attainment (r = 0.608, p = 0.2763)¶
Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesisr3·q4·i1small
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i1 EdTech interventions have a moderate, statistically significant effect on motivation (d = 0.375, p < 0.01). → Björn Haßler 2025
q4 i? There was no statistically significant correlation between motivation and attainment (r = 0.608, p = 0.2763). → Björn Haßler 2025 (2)
Evidence¶
Björn Haßler 2025¶
Björn Haßler, Bethany Huntington, Christopher Klune, Jennie Lester, Aditi Bhutoria, Hassan Mansour. (2025). Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils: Systematic review with meta-analysis. Education Endowment Foundation. https://doi.org/10.53832/opendeved.1170
q4 · i1 · quant-synthesis · r3
Meta-analysis of motivation as an intermediate outcome across included EdTech intervention studies, reported as "a moderate and statistically significant effect on motivation (d = 0.375, p < 0.01)".
"Our quantitative results indicate that EdTech interventions have a moderate and statistically significant effect on motivation (d = 0.375, p < 0.01)"
Björn Haßler 2025 (2)¶
Björn Haßler, Bethany Huntington, Christopher Klune, Jennie Lester, Aditi Bhutoria, Hassan Mansour. (2025). Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils: Systematic review with meta-analysis. Education Endowment Foundation. https://doi.org/10.53832/opendeved.1170
q4 · i? · quant-synthesis · r3
Correlational analysis linking the motivation building block to attainment within the review's meta-analysis; "no statistically significant correlation" was found despite r = 0.608.
"there was no statistically significant correlation between motivation and attainment (r = 0.608, p = 0.2763)"
Discussion¶
Related Claims¶
- EdTech's direct effect on student attitudes is small and non-significant (d = 0.1308), but attitudes correlate significantly with attainment (r = 0.694) — related
- School-based EdTech interventions show a moderate positive pooled effect on student attainment (d = 0.4), with high heterogeneity across studies — related
- ARPS scores are positively and significantly correlated with all four RIMMS motivation dimensions — related
- Pedagogical agents have a small, statistically significant positive effect on learners' broadly defined 'motivation' (g = 0.20) — related
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by process:wiki-ingest on 2026-10-31 |
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