A clustered randomized controlled trial (RCT) by Bai and colleagues evaluated the impact of an online computer-assisted learning (OCAL) intervention on academic and non-academic outcomes of grade 5 rural and migrant students in China. A random sample of 44 schools in rural areas was randomly assigned to either in a treatment group (n= 22) or a control group (n=22). Students in the treatment group attended two 40 min English online computer-assisted learning tutorials per week during the 2016 spring semester (about 3 months), while students in the control group continued their usual classes. The OCAL tutorial sessions provided only remedial materials which matched the content of the standard English curriculum studied in the class without any new material. A total of 1,342 students completed the program.

After controlling baseline test scores, students’ and schools’ characteristics, results of regression analysis indicated that:

• Students in the treatment group outperformed those in the control group (ES = +0.48), which was a greater improvement than the impact of offline CAL studies (ES = +0.15) previously conducted in rural China.
• The intervention enhanced students’ interest in English class but it did not affect their attitude towards their English teacher.
• However, there was no significant effect on student math scores or self-efficacy in English.

Based on the findings, the researchers suggested that interest-oriented stimulation contributes to the success of the OCAL program by enhancing student learning through two features: (1) the online interactive function motivated peer engagement in competitive, gamified activities, and (2) OCAL provided tailor-made exercises based on each student’s mastery level which helped students feel less frustrated or bored. Additionally, there is a cost-benefit advantage of OCAL over offline CAL if the former is scaled up. Therefore, policymakers should consider the potential of OCAL program expansion.

Source (Open Access): Bai, Y., Tang, B., Wang, B., Mo, D., Zhang, L., Rozelle, S., Auden, E., & Mandell, B. (2023). Impact of online computer assisted learning on education: Experimental evidence from economically vulnerable areas of China. Economics of Education Review, 94, 102385. https://doi.org/10.1016/j.econedurev.2023.102385