Longer total intervention time is associated with greater learning gains, especially for low achievers¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2026 · 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.
q2 i? Findings generally indicated longer total DGBL duration was associated with greater learning gains, and insufficient intervention time was often cited as a reason for ineffective interventions. → Jing Chen 2026
Evidence¶
Jing Chen 2026¶
Jing Chen. (2026). A systematic review of using tablet games to promote early math learning in preschool settings: effectiveness and influencing factors. Educational technology research and development. https://doi.org/10.1007/s11423-026-10626-x
q2 · i? · review · r3
School-level factor synthesis across seven articles coding time on task: longer duration linked to greater gains, particularly for low achievers; Aunio & Mononen (2018), Cary et al. (2020), and Parks & Tortorelli (2021) cited insufficient time for null or weaker results.
"Although the total duration varied across the reviewed studies, findings generally indicated that a longer duration was associated with greater learning gains, especially for low-achieving students"
Discussion¶
Learner Variables¶
- Time and Continuity — predictor: learners who differ on it differ in outcomes
Related Claims¶
- SRL intervention effects are moderated by delivery agent, duration, domain, and student age, with inconsistent duration findings — related
- Programme characteristics — longer duration, higher frequency, teacher delivery and older students — were tentatively associated with more significant well-being effects — related
- Dosage significantly predicts intervention effects in a linear model (β = 0.03 per hour), but the dosage main effect is no longer significant after controlling for moderators — related
- Effects on affirming motivations are larger when total intervention duration is longer and when the share of boys in the sample is higher — related
- Program and delivery characteristics moderate SEL effects: implementation quality, duration, skill practice, and delivery agent — related
- Intervention dosage (duration, frequency, intensity) shows no consistent association with app effect sizes — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
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