mCSCL outperforms individual learning and non-mobile collaborative learning, but shows no significant advantage over desktop CSCL¶

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? mCSCL effect sizes were largest against non-CL controls (g = 0.587), smaller against non-computer CL (g = 0.472), and not significant against desktop CSCL (g = 0.201). → 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 control group types across the 48 included studies. Table 4 reports g = 0.587 for non-CL (k = 31), g = 0.472 for CL without computers (k = 11), and g = 0.201 for CSCL without mobile devices (k = 6), the latter not significant; QB = 3.282 was not significant.

"The mCSCL studies using non-CL as their control group demonstrated the largest ES, followed by control groups of CL that did not use computers and control groups of CSCL that used desktops but not mobile devices."

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
• mCSCL produces a medium overall effect on learning performance (Hedges's g = 0.516) — related
• Individual rewards yield significant mCSCL effects while group reward methods do not — related
• mCSCL benefits learning achievement, learning attitude, and peer interaction, with the largest effect on achievement — related
• Structured and ill-structured mCSCL teaching methods show similar effects; competitive methods (TGT, STAD) were not significant — related
• mCSCL effects vary significantly by intervention duration, peaking at 1–4 weeks — related
• Scripts scaffolding coordination alone or negotiation with information sharing show the largest domain-learning effects, while three-way combinations show smaller significant effects — related