Too few studies exist to draw robust conclusions on moderating factors (age, gender, screen size, dosage, SAMR-based activities) or on whether benefits persist beyond the post-test¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Sensitivity analyses of moderating factors including age, gender, screen size, frequency/dosage and programme implementation features found too few studies for sufficiently powered quantitative analysis, and insufficient data to determine impact beyond the immediate post-test period. → Dorris 2024

Evidence¶

Dorris 2024¶

Dorris, C., Winter, K., O'Hare, L., & Lwoga, E. T. (2024). A systematic review of mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: a systematic review. Campbell Systematic Reviews, 20, e1417. https://doi.org/10.1002/cl2.1417

q2 · i? · quant-synthesis · r2

The review's own moderator analysis plan (age, gender, screen size, dosage, SAMR-based implementation features) could not be powered: "too few studies identified to support quantitative analysis of sufficient power". No effect sizes are printed for any moderator.

"There were too few studies identified to support quantitative analysis of sufficient power to draw robust conclusions on moderating factors, and insufficient data to determine impact beyond immediate post‐test period."

Discussion¶

Learner Variables¶

• Time and Continuity — moderator: an instructional effect differs with it

Related Claims¶

• Effects of inclusion are heterogeneous and single-factor subgroup moderator analyses were inconclusive — related
• Social-emotional learning benefits persist at follow-up — related
• Exploratory subgroup and correlation analyses show mostly no significant differences in benefit or experience scores by child and family characteristics — related
• Mobile device use in primary classrooms produces a small, statistically significant positive pooled effect on literacy and numeracy outcomes compared with alternative devices or no device — related
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• GenAI used on mobile devices shows a larger motivational effect than GenAI used on computers (exploratory) — related
• Meta-analysis offers additional strengths of increased statistical power, moderator analyses, and model testing — related
• Most reviewed SEL studies did not test diversity characteristics as moderators, and those that did found inconsistent moderation effects — related
• The authors judge insufficient instructional intensity (dosage) as the primary factor behind the null result of learning strategies instruction in adult education — related
• Planned moderator subgroup analyses could not be conducted because fewer than 10 studies per subgroup were available
• Study design and post-test timing show only borderline moderating effects in between-subject analyses, not significant in within-subject analyses — related
• Program and delivery characteristics moderate SEL effects: implementation quality, duration, skill practice, and delivery agent — related
• Exploratory moderation analyses found no significant moderators (age, gender, SES, baseline self-control, baseline life events) of the life events–self-control relation — related
• Fewer than a quarter of studies evaluated student characteristics, with ability level and gender most explored — related