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¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · 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? Talan (2020) found an effect size of −0.015 for maths mobile learning interventions, the smallest across subjects; Tingir et al. (2017) found reading interventions significantly more effective than other subjects; Cheung and Slavin (2012) found a small positive literacy effect for traditional technology. → 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 · r3

The review reports, citing Talan (2020), a meta-analysis of mobile learning across subjects and grades finding "an effect size of −0.015 for maths interventions". The review attributes this second-hand finding and concludes the findings reveal a lack of consistency.

"Talan (2020) undertook meta‐analysis of studies using mobile learning across all subjects and grade levels and found an effect size of −0.015 for maths interventions, representing the smallest impact across all subjects. The findings therefore reveal a lack of consistency."

Discussion¶

Learner Variables¶

• Academic and Critical Literacy — outcome: instruction changes it

Related Claims¶

• Media comparison studies produce uninterpretable "no significant difference" findings. — the general claim this finding bears on, with the studies behind it
• 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 — reports the opposite
• Math shows slower recovery than reading in the full meta-analysis — related
• Teachers reported spending more time on literacy and numeracy instruction in 2020 than in 2019, particularly after return to schooling — related
• Using computerized systems as a differentiation tool has small to moderate positive effects on primary students' language and math performance — related
• Educational technology interventions show positive effects on reading comprehension in elementary school — related
• Educational technology interventions show positive effects on constrained literacy skills in elementary school — related
• Educational technology interventions show positive effects on unconstrained literacy skills in elementary school — related
• Educational technology interventions show positive effects on writing proficiency in elementary school — related