How handheld use is connected to learning-related factors and academic achievement: Meta-analysis and research synthesis

Kärchner, Henrike; Trautner, Maike; Willeke, Sarah; Schwinger, Malte

doi:10.1016/j.caeo.2022.100116

Cited by 3 publications

(5 citation statements)

References 105 publications

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“…We examined if grade level would moderate the effect of mobile learning on students' academic achievement. The findings confirmed that grade level had no moderating effect, corroborating past reviews (Feng et al, 2018;Kärchner et al, 2022). Moreover, the study revealed that mobile devices exhibited a greater impact on achievement in higher education than in K-12 settings and combination settings, and the effect was relatively worst in K-12.…”

Section: Discussionsupporting

confidence: 87%

“…Secondly, there is no consensus on the level of influence of mobile learning on academic achievement. Some researchers have demonstrated that the effect of mobile learning on students can reach a higher level (e.g., Hao et al, 2021; Lin & Lin, 2019; Shi & Kopcha, 2022; Talan, 2020), and other studies indicated that mobile learning only has a medium effect on students’ academic achievement (e.g., Güler et al, 2022; Kärchner et al, 2022; Swanson et al, 2020), however, a small number of studies showed that mobile learning had little impact on students’ academic achievement, only combined effect size of .16 (Zheng et al, 2016), which was far lower than the impact effect found by other researchers.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, there is some disagreement among researchers about the moderating effect of grade level. For example, Hao et al (2021) found that the application efficacy of mobile learning in secondary education is greater than in higher education, while others state the opposite view (Kärchner et al, 2022). Therefore, publication year, subject category, grade level, and methodological quality are used as moderating variables in this study.…”

Section: Introductionmentioning

confidence: 99%

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Mobile Learning and Students’ Academic Achievement: A Second-order Meta-analysis Study

Yang,

Xiang

2024

Journal of Educational Computing Research

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Though the relationship between mobile learning and academic achievement has increasingly gained attention by some researchers, the meta-analysis studies have yet to definitively conclude the overall impact of mobile learning on academic achievement. In order to synthesize the findings of 22 meta-analyses that are directly pertinent to the research question, encompassing papers that have been published, we examine to what extent publication year, subject category, and grade level moderate the influences of mobile learning on academic achievement as well as the moderating effect of methodological quality of first-order meta-analyses. There is the positive overall effect with significance (g = .665 p < .001, 95% CI = .443–.887) of mobile learning on students’ academic achievement compared to traditional learning. Moreover, the results confirmed that meta-analyses published in 2019–2020 had a significantly larger effect size than the ones published in 2014–2018, and the results were stable regardless of subject category, grade level, and methodological quality of first-order meta-analyses. Finally, insight and limitations were discussed.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mobile Learning and Students’ Academic Achievement: A Second-order Meta-analysis Study

Yang,

Xiang

2024

Journal of Educational Computing Research

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“…Learning styles are the preferred ways individuals process and retain information (Jurado de los Santos et al, 2020;Kärchner et al, 2022). Some students may be visual learners who learn best through visual aids and diagrams, while others may be kinesthetic learners who learn best through hands-on activities and movement (Kubilinskiene, 2020;Mandinach & Schildkamp, 2021).…”

Section: A Introductionmentioning

confidence: 99%

Pedagogical Exemplars for Mathematics Across Learning Styles

Ocampo¹,

Siahaan

Sinaga

et al. 2023

edu

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This study investigated the effectiveness of different pedagogical exemplars for teaching mathematics across various learning styles using multimedia technology. The study utilized a quasi-experimental design. The experimental group received the intervention through an interactive computer presentation program, while the control group used the standard dialogue and discussion techniques. The study used survey questionnaires adapted from BARSCH's Learning Style Inventory and self-made pre-and post-tests to measure students' learning and engagement. The research findings revealed that students with different learning styles benefited differently from multimedia-assisted instruction, suggesting the importance of considering individual differences in instructional design. The use of multimedia technology in teaching mathematics facilitates the learning process of students with different learning styles. The results of this study also support the importance of using statistical analysis to evaluate the effectiveness of educational interventions and to inform evidence-based decision-making in education. This study identified the most effective pedagogical exemplars for each learning style and highlighted the benefits of interactive media teaching mathematics. These findings suggest that teaching methods that align with students' learning styles can improve academic performance

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“…Using this approach will make students feel more positive about learning (Rosyida et al, 2019;Winarti et al, 2020). On the other hand, it was found that this learning had several weaknesses including students feeling disinterested if the problems given were difficult to solve and students feeling reluctant to try them (Dewi, 2022;Kärchner et al, 2022). Another weakness is that it takes quite a long time, so it is feared that you will not be able to complete the assigned task on time.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Problem-Based Learning on Learning Outcomes Using the Effect Size Calculator for T-Test

Muslim,

Ambiyar,

Wakhinuddin

et al. 2023

indonesian j. educ. res. rev.

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Various kinds of research that has been conducted on the effect of problem-based learning on learning outcomes have varied and sometimes conflicting outputs, so it is necessary to carry out a meta-analysis. This article presents a meta-analysis regarding the impact of problem-based learning in improving student learning outcomes. This type of research is based on the source of meta-analysis in the form of experimental or quasi-experimental and observational research with a quantitative approach. Data analysis was seen from the effect size using a calculator for t-test. The subjects in the research are studies that are collected in the form of articles related to the purpose of the research. The results of the analysis of 26 article sources, obtained an average effect size of around 0.79 in the medium category. Problem-based learning is indeed effective in improving student learning outcomes. The implication of doing meta-analysis is to be able to find out more accurately about problem-based learning approaches that are effective in improving student learning outcomes as well as useful information for policy makers in the field of education.

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How handheld use is connected to learning-related factors and academic achievement: Meta-analysis and research synthesis

Cited by 3 publications

References 105 publications

Mobile Learning and Students’ Academic Achievement: A Second-order Meta-analysis Study

Mobile Learning and Students’ Academic Achievement: A Second-order Meta-analysis Study

Pedagogical Exemplars for Mathematics Across Learning Styles

The Impact of Problem-Based Learning on Learning Outcomes Using the Effect Size Calculator for T-Test

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