The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis

By Yao-Ting Sung, Kuo-En Chang, Tzu-Chien Liu. Comput. Educ., 2016

1,591 citations recorded by the source corpus.

Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993-2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed. This is a meta-analysis and research synthesis study for mobile-integrated education.110 published journal articles that were written over a 20-year period were coded and analyzed.The application of mobile devices to education has a moderate mean effect size.The effect sizes of moderator variables were analyzed.The benefits and drawbacks of mobile learning were synthesized.

Subfields: Education, Information Systems, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8d86eb4947d0f4cb1e038fbe3fafff77d58cc6e6

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Citations in the corpus

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2022, methodology): “…2011), then to the use 1 3 Education and Information Technologies (2023) 28:6695–6726 of mobile devices and digital games (e.g., Tamim et al., 2015; Sung et al., 2016; Talan et al., 2020), as well as e-books (e.g., Savva et al., 2022), to the more recent advanced technologies, such as AR and VR…”
Impact of mobile technology on student attitudes, engagement, and learning (2017, background): “…programming to consider the design carefully in order to assure that the mobile device and educational application creates opportunities to enhance student learning rather than complicating or distracting from learning (Cheng et al., 2016; Hsu & Ching, 2013; Jeng et al., 2010; Sung et al., 2016).”
The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis (2020, background): “Sung, Chang, and Liu (2016) focused on the effect of integrating mobile devices in teaching and learning in comparison to instruction methods without digital tools and also found a moderate but slightly larger effect of g ¼ 0.52.”
A meta-analysis of the impact of technology on learning effectiveness of elementary students (2017, background): “…e.g., the effect of hypermedia (computer simulators, computer based interac ive videos or multimedia) (Liao, 1998; 1999), mobile devices (Sung et al., 2016), microcomputer applications (Ryan, 1991; Christmann & Badgett, 2003; Ahmad & Lily, 1994), and computer-assisted instructions…”