ICT-enabled learning may change beliefs and perceptions about girls' capacity and ICT's value¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2023 · checked against its sources 2026-10-29 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Increased interest and motivation were found in most studies across all four approaches; the reviewers suggest this "may stem from" changes in perceptions of ICT and of girls' capacity, a tentative interpretation rather than a tested cause. → Liang 2023 q2 i? Girls' learning gain could be equal to boys', while their learning style or experience may differ. → Liang 2023 (2)

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 · r3

Theme synthesized from the reviewed studies; examples include improved perceived value of ICT after 3D printing (Ali et al., 2019) and increased girls' self-efficacy with mobile devices (Aktas & Çan, 2019).

"Improved participation and performance may increase girls' interest in and motivation to use ICT to support their own learning. Such increase in interest and motivation we found in most studies incorporated four different ICT-enabled learning approaches in this review may stem from the changes in their perceptions of ICT and in girls' capacity."

Liang 2023 (2)¶

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

The review synthesizes that girls may have different gaming experiences and motivations, spatial abilities, and reading strategies, and that differences associated with ICT self-efficacy may be reduced by granting more ICT-enabled learning opportunities (Tam et al., 2020).

"The studies reveal to the educators and researchers that girls' learning gain could be equal to boys', while their learning style or experience may be different from boys'."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Digital game-based learning aligns most with practice/participation and belief/perception dimensions, while mobile-enabled learning leads access to assets — related
• Four ICT-enabled learning approaches are used in empirical studies of schoolgirls' learning in Asia, with computer-assisted learning the most common — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — a broader claim this one bears on
• AI applications in STEM education foster positive affective perception, including attitude, interest, and motivation — related
• ICT-enabled learning improves schoolgirls' access to resources, knowledge, and skills — related
• ICT-enabled learning improves schoolgirls' practice and participation in learning, with girls sometimes scoring better than boys — related
• Teachers' beliefs show no correlation with their 3D printing integration levels — related