Considering the rapid growth and affordability of mobile technology, learning that involves a mobile device has become a fast-growing research field. In a recent meta-analysis, Wang and colleagues analyzed 85 studies from 78 articles published between 2014 and 2022 to investigate the impact of mobile technology usage on cognitive, affective, and behavioral learning outcomes and identify potential moderators for each outcome. Included studies compared the use of mobile technology for learning with either a non-technology or traditional technology group (e.g., desktop computers) in primary and secondary education. Separate meta-analyses were conducted for cognitive, affective, and behavioral learning outcomes.
The study reviewed 109 effect sizes for cognitive outcomes, 37 for affective outcomes, and 14 for behavioral outcomes. Overall, mobile technologies had a medium positive effect on all three types of learning outcomes (cognitive: g = +0.50, affective: g = +0.45, behavioral: g = +0.34). Results of moderator analysis indicated:
- For cognitive learning outcomes, students from urban areas, non-low SES, using a handheld device with multiple functions, and using their own mobile device (as opposed to shared device) gained more from using mobile technology. The effect size of the experiments compared to paper-and-pen was significantly higher than that compared to traditional technology.
- For affective learning outcomes, the inquiry-oriented learning approach (e.g., discovery and exploration, problem-solving, project-based learning) had a significantly larger effect size than studies using a game-based learning approach.
- For behavioral learning outcomes, no significant moderator was found in the study.
The authors commented that the results had to be interpreted cautiously because the number of studies included in some subgroup analyses was small (e.g., the number of studies that identified participants as low SES = 7) and about two-thirds of interventions lasted less than 4 weeks. Nevertheless, the study provided empirical evidence for the overall beneficial effects of using mobile technology in education.
Source: Wang, J., Tigelaar, D. E. H., Zhou, T., & Admiraal, W. (2023). The effects of mobile technology usage on cognitive, affective, and behavioural learning outcomes in primary and secondary education: A systematic review with meta-analysis. Journal of Computer Assisted Learning, 39(2), 301–328. https://doi.org/10.1111/jcal.12759