Does iPad use support learning in students aged 9–14 years? A systematic review

Boon, Helen; Boon, Lucy; Bartle, Toby

doi:10.1007/s13384-020-00400-0

Cited by 9 publications

(12 citation statements)

References 81 publications

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“…More importantly, the authors identified severe limitations in the research methods used in the original studies, which made it difficult to draw firm conclusions. In a later review, Boon et al (2021) synthesized 43 studies that analyzed the effect of iPads on learning in children aged 9–14 years old. Contrary to the authors’ expectations, the analysis revealed that the use of tablets for major school learning areas did not consistently enhance academic outcomes.…”

Section: Previous Research Syntheses On the Effects Of Handheld Devic...mentioning

confidence: 99%

“…Since tablets were created in the early 2010s they have increasingly become popular in schools, where they coexist with computers. In a review of 43 studies that documented the introduction of tablets in classrooms, Boon et al (2021) concluded that a majority of teachers and students were positively disposed toward using such devices in educational settings. Nevertheless, such enthusiasm is not supported by solid empirical research, as recent reviews noted mixed evidence for the effects of tablets on several competences and discipline areas, including reading comprehension (Boon et al, 2021; Haßler et al, 2016).…”

Section: Previous Research Syntheses On the Effects Of Handheld Devic...mentioning

confidence: 99%

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Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators.

Salmerón,

Altamura,

Delgado

et al. 2024

Journal of Educational Psychology

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As handheld devices, such as tablets, become a common tool in schools, a critical and urgent question for the research community is to assess their potential impact on educational outcomes. Previous meta-analytic research has evidenced the "screen inferiority effect": Readers tend to understand texts slightly worse when reading on-screen than when reading the same text in print. Most primary studies from those metaanalyses used computers as on-screen reading devices. Accordingly, the extent to which handheld devices, which provide a reading experience closer to books than computers, are affected by the screen inferiority effect remains an open question. To address this issue, we reviewed relevant literature regarding potential moderating factors for the screen inferiority effect through the lenses of the reading for understanding framework. We then performed two meta-analyses aimed at examining the differences in reading comprehension when reading on handheld devices, as compared to print. Results from the two multilevel random-effect meta-analyses, which included primary studies that used either between-participant (k = 38, g = −0.113) or within-participant (k = 21, g = −0.103) designs, consistently showed a significant small size effect favoring print text comprehension. Moderator analyses helped to partially clarify the results, indicating in some cases a higher screen inferiority effect for undergraduate students (as compared to primary and secondary school students) and for participants who were assessed individually (as opposed to in groups). We discuss the need to continue fostering print reading in schools while developing effective ways to incorporate handheld devices for reading purposes. Educational Impact and Implications StatementHandheld devices, such as tablets, are widely used in schools as reading devices. Our synthesis of existing studies indicates that readers comprehend slightly better when they read a text in print as opposed to on a handheld device. In-print reading can be considered as an efficient way to promote students' text comprehension.

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Section: Previous Research Syntheses On the Effects Of Handheld Devic...mentioning

confidence: 99%

Section: Previous Research Syntheses On the Effects Of Handheld Devic...mentioning

confidence: 99%

Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators.

Salmerón,

Altamura,

Delgado

et al. 2024

Journal of Educational Psychology

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“…More recently, fears have also been raised by some researchers (e.g., Boon et al, 2021) about the overuse of tablet devices by young children, given the important relationship existing between fine motor skills, cognitive development, executive functioning, and literacy and mathematics outcomes and reasoning ability (Grissmer et al, 2010;Cameron et al, 2016). According to Boon et al, nearly half of a typical school child's day involves exercising fine motor skills in some waysuch as through writing, cutting, colouring and so on, but little is known about the effects of substituting some or most of these activities with tablet-based experiences.…”

Section: A Review Of Literaturementioning

confidence: 99%

Twelve years of iPads and apps in schools: What conditions support effective practices in K-6 classrooms?

Falloon

2023

Front. Educ.

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Since their release in 2010, iPads and their associated apps have been touted as ‘game changers’ for schools struggling with technology provisioning issues, that limited their ability to fully leverage the educational potential of digital devices on a ‘whole class’ basis. Since then, a variety of schemes have been implemented such as ‘Bring Your Own Device’ (BYOD) and portable ‘device pods’, as systems for improving access to, and utilisation of, mobile technologies in classroom curriculum. In many schools, concurrent to these initiatives have been improvements in technology infrastructure, including upgrades to external connectivity via the advent of high-speed fibre-based broadband, and internally through the establishment of school wifi networks and associated online security systems. Aligned with these developments has been a growing body of research exploring how teachers at all levels of education systems have incorporated these new resources into their curriculum, and examining what, if any, benefits have resulted. This article is an analysis of key findings from four published studies undertaken by the author between 2015 and 2021 in New Zealand K-6 schools, to build understanding of factors that contributed to the effective practices with mobile devices witnessed in the research classrooms. While numerous separate studies have been undertaken exploring specific outcomes from the use of iPads and other mobile technologies in different educational contexts, the analysis presented in this article attempts to identify common factors existing across four purposively selected studies, that contributed to their success. The studies were deliberately chosen to provide a broad overview of applications of this technology in different K-6 classrooms for different purposes, supporting deeper understanding of the factors that underpin effective teaching and learning with and through mobile devices, in schools. This is important, as it builds knowledge of the fundamental foundations to effective educational use of mobile devices, regardless of the learning context in which they are used, and could assist teachers in designing, implementing and assessing curricular that optimises the learning potential of these devices.

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“…Aside from preschool, ref. [39] reported the roles of mobile learning for learners in 9 to 14 year olds. These reviews show that mobile learning is beneficial in encouraging learning, but also that academic achievement is not associated with mobile apps.…”

Section: Reviews On Mobile Learningmentioning

confidence: 99%

Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

2021

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Mobile learning for English Language Teaching (ELT) has become an emerging trend to sustain education, providing the option to learn English for Specific Purposes (ESP). However, the review of mobile learning in ESP is scarce, despite its importance in sustaining education. Thus, this review systematically identifies the trends of mobile learning concerning ESP. Using three databases, namely Web of Science (WoS), Scopus, and Educational Resources Information Centre (ERIC), 28 articles were extracted out of 139, from 2012 to 2021, with exclusion and inclusion criteria taken into consideration. First, the significant findings portrayed that mobile apps are the most commonly used means of mobile learning. Second, vocabulary and language competency is more emphasised in mobile learning for ESP. Third, mobile learning in ESP mostly dominated the business field of studies. These three findings implied that there are still gaps in research on mobile learning and ESP. Generally, this review is valuable for practitioners to know which mobile learning tool is ready to be used and in identifying gaps for research in mobile learning and ESP, to sustain education for the future.

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Does iPad use support learning in students aged 9–14 years? A systematic review

Cited by 9 publications

References 81 publications

Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators.

Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators.

Twelve years of iPads and apps in schools: What conditions support effective practices in K-6 classrooms?

Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

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