mCSCL benefits learning achievement, learning attitude, and peer interaction, with the largest effect on achievement¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Effect sizes were largest for learning achievement (g = 0.551), followed by learning attitude (g = 0.518) and peer interaction (g = 0.415); all three were significant. → Sung Yao-Ting 2017

Evidence¶

Sung Yao-Ting 2017¶

Sung Yao-Ting, Yang Je-Ming, Lee Han-Yueh. (2017). The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis. Review of Educational Research. https://doi.org/10.3102/0034654317704307

q3 · i? · quant-synthesis · r2

Random-effects moderator analysis of dependent variables. Table 4 reports learning achievement g = 0.551 (k = 39), learning attitude g = 0.518 (k = 13), and peer interaction g = 0.415 (k = 7), all significant; QB = 0.465 did not reach significance at the .05 level.

"When using mobile devices for different learning outcomes, the ES was largest for studies in which the learning outcome was learning achievement, followed by learning attitude (including motivation, interest, and engagement) and peer interaction."

Discussion¶

Related Claims¶

• mCSCL produces a medium overall effect on learning performance (Hedges's g = 0.516) — related
• mCSCL effects are larger in mathematics and science than in social studies and specific abilities — related
• mCSCL effects do not differ significantly by group size, though tetrads show the largest subgroup effect and dyads alone are not significant — related
• mCSCL outperforms individual learning and non-mobile collaborative learning, but shows no significant advantage over desktop CSCL — related