Classroom tablet use is negatively associated with reading comprehension achievement in PISA 2018 data¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports, citing Bryant et al. (2020), that students' use of tablets in the classroom was negatively associated with reading comprehension performance after controlling for SES, school type, and country, while teacher-only use showed a positive relationship. → Salmerón 2023

Evidence¶

Salmerón 2023¶

Salmerón, L., Altamura, L., Delgado, P., Karagiorgi, A., & Vargas, C. (2023). Reading comprehension on handheld devices vs. on paper: A narrative review and meta-analysis of the medium effect and its moderators. Journal of Educational Psychology. https://dx.doi.org/10.1037/edu0000830

q2 · i? · quant-synthesis · r?

The review attributes this to Bryant et al. (2020), a large observational analysis of OECD PISA 2018 data; it is correlational, not experimental. Student tablet use showed "negatively associated with performance (-21 points, approx. half of a grade level learning)".

"After controlling for student socioeconomic status (SES), school type, and country, the authors found that students’ use of tablets in the classroom was negatively associated with performance (-21 points, approx. half of a grade level learning)."

Discussion¶

Related Claims¶

• Time frame is a major activity moderator of the screen inferiority effect, with larger effects when reading time is limited — related