Educating the iGeneration

: A systematic review of mobile device usage in the primary school classroom, and its impact on pupil literacy and numeracy attainment.

Abstract

Investment in mobile devices to support primary or elementary education is increasing and must be informed by robust evidence to demonstrate impact. This systematic review of randomised controlled trials sought to identify the overall impact of mobile devices to support literacy and numeracy outcomes in mainstream primary classrooms. This review was registered with the Campbell Collaboration and undertaken according to Cochrane and PRISMA Guidelines. An Expert Advisory Group supported the review process at key stages to ensure relevance to current practice.

A total of 668 references were identified through a robust search strategy including published and unpublished literature. Following duplicate screening, 18 relevant studies, including 11,126 participants, 14 unique interventions, and 46 relevant outcome measures were synthesised using Robust Variance Estimation and a random effects meta-analysis model. A positive, statistically significant combined effect was found (Cohen’s d = 0.24, CI 0.0707 to 0.409, P<0.01), demonstrating that children undertaking maths or literacy interventions using mobile devices achieved higher numeracy or literacy outcomes than those using an alternative device (e.g. a laptop or desktop computer) or no device (class activities as usual).

Sensitivity analysis aimed to identify moderating factors including age or gender, screen size, frequency/dosage of intervention exposure, and programme implementation features/activities (based on Puentedura’s (2009) SAMR model of technology integration). There were insufficient studies identified to support quantitative analysis of sufficient power to draw robust conclusions, and insufficient data to determine impact beyond immediate post-test period.

Overall, this review demonstrates that mobile device use in the classroom has a significant, positive effect on literacy and numeracy outcomes, bringing positive implications for their continued use in primary education. The review also supports the need for further robust research to better understand what works, under what circumstances, and for whom in the use of mobile devices to support learning.

Date of Award	Dec 2022
Original language	English
Awarding Institution	Queen's University Belfast
Supervisor	Karen Winter (Supervisor) & Liam O'Hare (Supervisor)