mCSCL effects vary significantly by intervention duration, peaking at 1–4 weeks¶

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? The ES was largest for interventions lasting >1 week and ≤4 weeks (g = 0.867); studies lasting ≤1 week (g = 0.239) and >6 months (g = 0.330) were not significant, and QB reached significance. → 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 intervention duration. Table 4 reports g = 0.867 for >1 week and ≤4 weeks (k = 16), g = 0.339 for >4 weeks and ≤6 months (k = 15), g = 0.239 for ≤1 week (k = 8), and g = 0.330 for >6 months (k = 5); QB = 13.519, p < .01.

"The ES was largest when the mCSCL studies lasted for >1 week and ≤4 weeks. The ESs for studies lasting for ≤1 week and >6 months were not significant. Q reached statistical significance, indicating that the ESs differed significantly among the various categories."

Discussion¶

Related Claims¶

• 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
• Scaffold effects peak at 2–4 weeks of treatment and decrease dramatically for treatments lasting 9–24 weeks — related
• Interventions lasting one to two months show the largest effect, and effects do not increase consistently with longer duration — related
• mCSCL outperforms individual learning and non-mobile collaborative learning, but shows no significant advantage over desktop CSCL — related