Exploring the Effects of Computer and Smart Device-Assisted Learning on Students’ Achievements: Empirical Evidence from Korea

Abstract

Computer and Smart Device-assisted Learning (CSDL) has gained increasing attention from educational researchers and practitioners in recent years. However, it remains controversial whether students can benefit from CSDL and what moderators could affect the impact of CSDL. Within the specific context of Korea, where the interest in digital education is steadily increasing, the number of empirical studies exploring the causal effect of CSDL remains relatively scarce. The primary objective of this empirical study was to investigate the impact of CSDL on students’ academic achievements in Korea. To achieve this objective, a two-way fixed effect model was employed, utilizing a panel dataset spanning three years derived from the “Korean Education Longitudinal Study 2013”. The findings revealed a significant positive impact of CSDL on students’ mathematics achievements. Notably, higher income levels, increased availability of computer resources provided by schools, and the implementation of more individualized education were identified as factors that moderate the effect of CSDL on students’ achievement levels in Korean and English subjects. These findings underscore the need for an approach that optimizes the educational benefits of CSDL by considering subject-specific characteristics. Furthermore, this study highlights the importance of allocating educational resources, such as computers and smart devices, and integrating individualized educational activities within the classroom environment.