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Tablet use in schools: a critical review of the evidence for learning outcomes
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The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in‐depth investigations building on the existing findings documented here.
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“Haßler et al. (2016) found that most interventions that included the use of tablets across the curriculum reported positive learning outcomes.”
From Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2023) · cites this paper as Haßler et al. (2016)
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A Systematic Review of Tablet Technology in Mathematics Education
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“When discussing technological affordances, it was noted that in consideration of tablet technology, keyboards, larger screens, and specialized software may be needed to support specialized tasks such as mathematical constructions [1].”
BackgroundMethodInfluentialAufenanger, S. (2016) · Springer eBooks · doi:10.1007/978-3-658-13809-7_6 · Cited by 23
ICT and the Education of Refugees
Lewis, K., & Thacker, S. (2016) · World Bank, Washington, DC eBooks · doi:10.1596/26522 · Cited by 22
Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching
Alonso‐Martínez, D., Jiménez‐Parra, B., Álvarez, N. G., Godos‐Díez, J., & García, L. C. (2019) · Sustainability · doi:10.3390/su11030779 · Cited by 22
“The meta-analysis of Haβler, Major, and Hennessy [49] supports the view that students’ learning outcomes will improve when gaining knowledge via traditional education is assisted by technology.”
BackgroundMethodCotič, N., Plazar, J., Starčič, A. I., & Žuljan, D. (2020) · Journal of Baltic Science Education · doi:10.33225/jbse/20.19.747 · Cited by 43
“A recent review regarding the integration of tablets has indicated that mobile technology can enrich learning in a variety of ways (Haßler et al., 2016), among them that tablets contribute to all domains of learning (Volk et al.”
BackgroundEvaluation of rural public libraries to address telemedicine inequities
DeGuzman, P. B., Siegfried, Z., & Leimkuhler, M. E. (2020) · Public Health Nursing · doi:10.1111/phn.12777 · Cited by 22
Δορούκα, Π., & Kalogiannakis, M. (2023) · International Journal of Science Education · doi:10.1080/09500693.2023.2286299 · Cited by 26
“The existing research has primarily concentrated on late primary school and beyond, as indicated by Haßler et al. (2016).”
Dorris, C., Winter, K., O’Hare, L., & Lwoga, E. T. (2024) · Campbell Systematic Reviews · doi:10.1002/cl2.1417 · Cited by 49
App clusters: Exploring patterns of multiple app use in primary learning contexts
Howard, S. K., Yang, J., Ma, J., Maton, K., & Rennie, E. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.08.021 · Cited by 20
Smørdal, O., Rasmussen, I., & Major, L. (2021) · Nordic Journal of Digital Literacy · doi:10.18261/issn.1891-943x-2021-02-02 · Cited by 21
Self-citationThe effect of mobile‐assisted learning in real language attainment: A systematic review
Figueiredo, S. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12811 · Cited by 19
Gerosa, T., Losi, L., & Gui, M. (2024) · Youth & Society · doi:10.1177/0044118x231223218 · Cited by 26
“Indeed, some studies have demonstrated that when they are used for teaching with clear educational objectives, mobile internet tools may be a valid support for learning in various school subjects (Haßler et al., 2016; Sung et al., 2016; Zheng et al., 2016).”
‘The best app is the teacher’ Introducing classroom scripts in technology‐enhanced education
Montrieux, H., Raes, A., & Schellens, T. (2017) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12177 · Cited by 18
“Despite the limited available research (Haßler, Mayor, & Hennessy, 2015; Sung et al., 2016), we can build on limited previous research, focusing on the role of the teacher in computer-supported learning (Kollar, Wecker, Langer, & Fischer, 2011, 2013; Mäkitalo-Siegl et al., 2011; Raes & Schellens,…”
BackgroundTouw, K. W. J., Vogelaar, B., Bakker, M., & Resing, W. C. M. (2019) · Educational Technology Research and Development · doi:10.1007/s11423-019-09655-6 · Cited by 20
Improving mobile learning in secondary mathematics and science: Listening to students
Burke, P. F., Kearney, M., Schuck, S., & Aubusson, P. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12596 · Cited by 32
Nazar, M., Rusman, R., Puspita, K., & Yaqin, H. (2022) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v16i03.24133 · Cited by 18
“Android apps are very powerful and sustainable as learning media, it is flexible, economic, and in a top that, the android app can be repeatedly and simultanously used by students in learning activities [3].”
BackgroundFranze, A., Loetscher, T., Gallomarino, N. C., Szpak, A., Lee, G., & Michalski, S. C. (2024) · Journal of Intellectual Disability Research · doi:10.1111/jir.13177 · Cited by 18
“Non-immersive virtual environments such as tablets, desktops, or other flat-screen displays allow users to interact with the learning environment using a touchscreen display or via keyboard and mouse [26, 27].”
BackgroundYan, Z. (2017) · Cambridge University Press eBooks · doi:10.1017/9781316417584 · Cited by 18
Facilitating Students’ Digital Competence: Did They Do It?
Lucas, M. (2019) · Lecture notes in computer science · doi:10.1007/978-3-030-29736-7_1 · Cited by 18
A feasibility study of digital content use in inclusive, Austrian primary school practice
Paleczek, L., Ender, D., Berger, J., Prinz, K., & Seifert, S. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.101938 · Cited by 19
Brom, C., Yaghobová, A., Drobná, A., & Urban, M. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11775-9 · Cited by 17
“Children are frequent internet users (e.g., Danovitch, 2019; Šmahel et al., 2020) and schools are widely adopting internet-enabled educational technologies (e.g., Haßler et al., 2016; Mulet et al., 2019).”
BackgroundErbil, D. G., & Kocabaş, A. (2019) · İlköğretim Online · doi:10.17051/ilkonline.2019.527150 · Cited by 20
Developing an Android-Based Game for Chemistry Learners and Its Usability Assessment
Nazar, M., Rusman, R., Putri, I. C., & Puspita, K. (2020) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v14i15.14351 · Cited by 17
“[14] reported that from a total of 23 studies about the utilization of tablets in learning, more than half (16) studies had shown positive learning outcomes.”
Background
Metadata
- Authors
- Haßler, B., Major, L., & Hennessy, S.
- Affiliations
- University of Cambridge (GB)
- Corresponding author
- Haßler, B.
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2015-12-13
- Volume
- 32
- Issue
- 2
- Pages
- 139-156
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W1041173458
- Cited by
- 372
- References
- 138
- Citations by year
- 2026: 12 · 2025: 16 · 2024: 20 · 2023: 39 · 2022: 38 · 2021: 49 · 2020: 42 · 2019: 63 · 2018: 42 · 2017: 33 · 2016: 17 · 2015: 1
- FWCI
- 154.53
- Type
- journal article
- Language
- en
- Open access
- Locations
- Journal of Computer Assisted Learning (publishedVersion)
- Research Explorer (The University of Manchester) (publishedVersion)
- Apollo (University of Cambridge) (submittedVersion)
- Funders
- Arm
- Topics
- Social Sciences › Education › Education and Technology Integration
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Social Sciences › Education › Child Development and Digital Technology
- Keywords
- tablets in education, learning outcomes, elementary school students, high school students, educational technology, tablet-based learning, academic disciplines
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