Mobile devices in the primary school classroom may improve literacy and numeracy learning, though concerns about risk of bias and uncertainty about modes of effect limit conclusions.
What is this review about?
This review gathered evidence on how mobile devices (including tablets, mobile phones, and handheld digital games) are used in primary school classrooms to help children’s literacy and numeracy skills. An Expert Advisory Group supported the process to help findings relate to everyday practice.
What did the review hope to find out?
The review aimed to assess the impact of mobile devices in primary school classrooms on children’s literacy and numeracy achievement, and its methodological quality.
The secondary objectives were to assess whether some devices or classroom activities were more effective than others in supporting literacy and numeracy; whether some children benefitted more from these devices (e.g., across age or gender); and whether effects lasted beyond the duration of the studies.
How were studies identified for inclusion in the review?
Between October and November, 2020, searches were conducted across electronic databases, journals, web pages and other sources to identify all relevant studies. Randomised Controlled Trials (a robust experimental design) were included. Children in the studies must have been between the age of 4 and 12, with research taking place in a primary/elementary school classroom (or equivalent grade in other countries). The children must have used the mobile devices themselves, rather than the teacher, to support their learning. The studies must have measured literacy or numeracy learning outcomes.
What studies are included in the review?
A total of 18 relevant studies, incorporating 14 unique mobile device interventions, and 46 relevant outcome measures were included in the review. The studies were from across six countries (USA, Netherlands, UK, Malawi, Turkey, and Cambodia), and included 11,126 participants. Five studies considered literacy, 11 considered numeracy, and 2 included both subjects. The duration of interventions ranged from 1 to 120 h.
What did the review find out?
Children had better results in maths or literacy tests when they used mobile devices for their lessons compared to children who used an alternative device (e.g., a laptop or desktop computer) or no device (class activities as usual). These results must be interpreted in light of overall concerns about methodologic quality, since 5 studies were at high risk of bias and the remaining 13 studies were moderate risk of bias.
There were too few studies to answer the secondary questions about why the mobile devices worked and for whom, and insufficient information provided to identify whether the benefits of mobile devices lasted for any time beyond the study.
What do the findings of the review mean?
For researchers: This review highlights that while mobile devices can support literacy and numeracy learning, we do not currently know enough about how they work best, what makes them effective, and how teachers can best use them in lessons. Further research will help to better understand this. Future research should also pay closer attention to minimising risk of bias and to how and when mobile devices are actually used in real life, so that their research reflects real activities.
For teachers and other educational professionals: We know that mobile devices overall can help children to learn better, however we are uncertain about what types of devices or strategies work better. Teachers should think carefully about the ways in which they are using mobile devices, how they are using them alongside other teaching activities and approaches, and how they might add value to children’s learning experience.
For the design of educational interventions: The design and development of educational interventions should be based on evidence, therefore those designing such interventions should pay close attention to existing research, while also investing in new research. Any new interventions should be evaluated with rigorous methods to minimise risk of bias and show that they are making a difference to learning.
How up to date is this review?
The review includes research up to November 2020. It is important to repeat this review again as new research emerges, as practice is changing quickly.