The use of touch devices for enhancing academic achievement: A meta‐analysis

Abstract

Touch devices such as tablets and smartphones are widely adopted in educational settings and have many desirable features. However, research supporting the use of touch devices to improve academic achievement is emergent and has not been evaluated through a meta‐analysis. We conducted a meta‐analysis of 65 group and single case design research studies, published 2010–2018, to evaluate the effects of touch device implementation on academic achievement. The overall mean effect sizes were moderate for group design and single case design studies. Participant, intervention, and study attributes were also evaluated to describe the research and how these attributes may moderate the results. Overall, results suggest that touch devices may be an effective tool for enhancing academic achievement. The need to conduct additional, rigorous research on the use of touch devices as well as implications for researchers and practitioners are discussed.

Technology-based interventions for children with reading difficulties: a literature review from 2010 to 2020

“…These studies and reviews found promising results. For instance, Petersen-Brown et al (2019) found positive average effect sizes (d = 0.40) supported results for academic achievement when using touch devices.…”

“…For instance, technology-based reading intervention has a positive effect with moderate effect size of (d = 0.37) for struggle readers (Cheung and Slavin 2013). In addition, Petersen-Brown et al (2019) reviewed 65 studies that used intervention with touch devices and found positive average effect sizes (d = 0.40) supported results for academic achievement. Technology-based interventions provide students with reading difficulties individualized reading instruction, self-paced lessons, and multiple opportunities for practice (Kim et al 2006).…”

“…reviewed technology-based vocabulary intervention for students with disabilities. Petersen-Brown et al (2019) analyzed studies that used touch devices. Dogan and Delialioglu (2020) reviewed studies that used technology from 1995 to teach all academic skills for students with learning disabilities.…”

Investigating the Effects of Tablet-Based Math Interventions: A Meta-Analysis

“…Although there are several studies reviewing the use of mobile devices to increase student achievement, these studies often either focus only on SCD studies, focus only on students with disabilities, examine the use of all touch screen devices and not just tablets, or examine all academic and/or behavioral areas of concern and not just math achievement (Aspiranti et al, 2018;Larkin, 2013;Ok & Kim, 2017;Petersen-Brown et al, 2019). The purpose of the present study is to assess the impact of math interventions, programs, or apps delivered through tablets on K-12 student achievement.…”

“…Given the appeal and popularity of tablet technology, it is not surprising that some school districts are disseminating tablets to entire populations of students (Lapowsky, 2015). Even though incorporating hand-held touch screen technology within classroom settings has generated consumer interest and attention, a lasting concern exists as to the effectiveness of whether tablet technology is an effective delivery system for academic instruction and intervention (Kucirkova, 2014;Petersen-Brown et al, 2019).…”