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¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In the included RCTs, children undertaking maths or literacy interventions using mobile devices achieved higher numeracy or literacy outcomes than those using an alternative device or no device, with a pooled Cohen's d = 0.24. → 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

q3 · i1 · quant-synthesis · r3

Random effects meta-analysis using Robust Variance Estimation of 18 RCTs with 11,126 participants, 14 unique interventions and 46 outcome measures. The pooled effect was "Cohen's d = 0.24, CI 0.0707 to 0.409, p < 0.01", favouring mobile device use over alternative devices or business-as-usual class activities.

"A positive, statistically significant combined effect was found (Cohen's d = 0.24, CI 0.0707 to 0.409, p < 0.01), demonstrating that in the studies and interventions included, children undertaking maths or literacy interventions using mobile devices achieved higher numeracy or literacy outcomes than those using an alternative device (e.g., a laptop or desktop computer) or no device (class activities as usual)."

Discussion¶

Related Claims¶

• Most included studies carry risk of bias concerns, requiring cautious interpretation of the pooled effect — related
• Prior syntheses of educational technology effects show inconsistent findings, with mobile learning meta-analysis finding near-zero maths effects and reading interventions comparatively more effective — reports the opposite
• 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 — related
• Using computerized systems as a differentiation tool has small to moderate positive effects on primary students' language and math performance — related
• GenAI used on mobile devices shows a larger motivational effect than GenAI used on computers (exploratory) — related