ICT-enabled learning improves schoolgirls' practice and participation in learning, with girls sometimes scoring better than boys¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Improved participation and practice were observed in more than half of the included studies featuring DGBL, mobile-enabled learning and CAL. → Liang 2023 q2 i? Studies show girls scored better than boys in engagement and learning outcomes when DGBL was implemented. → 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 · r2

Theme synthesized from the reviewed studies; examples include AR motivating girls to create better stories and iPad use associated with more engagement among girls with different learning abilities.

"In this review, girls' improved participation and practice are observed in more than half of the included studies that have featured DGBL, mobile-enabled learning and CAL."

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 reports, citing Khan et al. (2017), Yang & Quadir (2018) and Tsai (2017), that girls outperformed boys in engagement and learning outcomes under DGBL. The review cautions that prior knowledge may influence these scores.

"Studies show that girls scored better than boys in engagement and learning outcomes when DGBL was implemented to impact students' engagement and deeper comprehension of course content (Khan et al., 2017; Yang & Quadir, 2018; Tsai, 2017)."

Discussion¶

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
• ICT-enabled learning improves schoolgirls' access to resources, knowledge, and skills — related
• ICT-enabled learning may change beliefs and perceptions about girls' capacity and ICT's value — related
• Fewer reviewed studies align with the policy dimension, and policies ignoring gender differences may deter girls' participation — related
• EQUIP data reports surfaced participation inequities that teachers were unaware of and motivated instructional change — reports the opposite