The Use of Touch Devices for Enhancing Academic Achievement: A Meta-Analysis
Document Type
Article
Publication Date
2019
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.
Department
Psychology
Publication Title
Psychology in the Schools
Recommended Citation
Petersen-Brown, S., Henze, E. E. C., Klingbeil, D. A., Reynolds, J. L., Weber, R. C., Codding, R. S. (2019). The use of touch devices for enhancing academic achievement: A meta-analysis. Psychology in the Schools. Advance online publication. doi:10.1002/pits.2225
DOI
10.1002/pits.22225
Link to Publisher Version (DOI)
Publisher's Copyright and Source
Copyright © 2019 Wiley Periodicals, Inc. Article published by Wiley in Psychology in the Schools, Advanced online publication, 2019. Available from https://doi.org/10.1002/pits.22225.
