What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study

Tamim, R. F., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F.
This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies.

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