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Tablet use in schools: a critical review of the evidence for learning outcomes
Open accessAbstract
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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Hembre, O. J., & Warth, L. L. (2019) · Technology Knowledge and Learning · doi:10.1007/s10758-019-09405-w · Cited by 6
An Integrative Literature Review on Sex Education Programs for Korean College Students
Shin, H., Lee, J., & Min, H. (2020) · The Journal of Korean Academic Society of Nursing Education · doi:10.5977/jkasne.2020.26.1.78 · Cited by 6
Kammerl, R., & Dertinger, A. (2020) · Medienbildung und Gesellschaft · doi:10.1007/978-3-658-29039-9_4 · Cited by 6
Admiraal, W., Post, L. S., Lockhorst, D., Louws, M. L., & Liesbeth Kester, A. (2020) · The European Educational Researcher · doi:10.31757/euer.333 · Cited by 6
Iteratively Digitizing an Analogue Syllable-Based Reading Intervention
Riedmann, A., Schäper, P., Donnermann, M., Lein, M., Steinhaeusser, S. C., Karageorgos, P., Müller, B., Richter, T., & Lugrin, B. (2021) · Interacting with Computers · doi:10.1093/iwc/iwac005 · Cited by 6
Sarıtaş, M. T. (2022) · Educational Research and Reviews · doi:10.5897/err2022.4272 · Cited by 6
Mobile augmented reality game-based learning: teacher training using the EduPARK app
Pombo, L., Marques, M., & Carlos, V. (2018) · Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) · doi:10.25757/invep.v9i2.182 · Cited by 6
Hennessy, S., Girvan, C., Mavrikis, M., Price, S., & Winters, N. (2018) · British Journal of Educational Technology · doi:10.1111/bjet.12598 · Cited by 6
Self-citationShin, H., Lee, J. M., Kang, K.-A., & Kim, S.-J. (2019) · Child Health Nursing Research · doi:10.4094/chnr.2019.25.4.435 · Cited by 6
“연구 절차 본 연구에서는 Whittemore과 Knafl [16]이 제시한 지침에 따라 연구 문제의 명료화, 문헌검색 및 선정, 자료 평가, 자료 분석 및 의 미 해석, 자료 통합을 통한 속성 도출의 5단계로 시행하였으며, 각 논문의 질 평가를 위해서는 Gough [17]의 근거 가중치(weight of evidence, WOE)를 이용하였다.”
InfluentialGhanamah, R. (2025) · Reading and Writing · doi:10.1007/s11145-025-10682-4 · Cited by 5
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Cho, H., Lee, J., & Kim, S. (2020) · Child Health Nursing Research · doi:10.4094/chnr.2020.26.2.254 · Cited by 5
“그러나 Gough [24]의 연구에서는 근거의 가중치와 관련한 평가 점수에 대 한 명확한 기준이 제시되어 있지 않아, 본 연구에서는 Gough [24] 의 평가기준을 구체적으로 제시한 Haβler, Major와 Hennessy [25]의 연구에서 사용한 ‘중’ 등급 이상은 되어야 질 평가를 만족한다 는 기준을 참고하였다.”
Teacher readiness to adopt game-based mobile learning with augmented reality
Marques, M., & Pombo, L. (2019) · Interaction design & architecture(s)/ID&A Interaction design & architecture(s) · doi:10.55612/s-5002-043-004 · Cited by 5
Meyer, B., Bergström, P., & Wiklund-Engblom, A. (2021) · Education Inquiry · doi:10.1080/20004508.2021.1893497 · Cited by 5
“A convincing number of studies (Blikstadt-Balas & Davies, 2017; Blikstadt-Balas & Klette, 2020; Ceratto Pargman, 2019; Haßler et al., 2016; Hershkovitz & Karni, 2018) have shown that tablets, although useful and convenient to teachers, have not significantly transformed educational practices or…”
BackgroundConverting Digital Resources into Epistemic Tools Enhancing STEM Learning
Lopes, J. B., & Costa, C. (2021) · Communications in computer and information science · doi:10.1007/978-3-030-73988-1_1 · Cited by 5
Walker, H., Hennessy, S., & Pimmer, C. (2022) · Research Papers in Education · doi:10.1080/02671522.2022.2034925 · Cited by 6
Self-citationLiu, X. (2022) · International Journal of Technology-Enhanced Education · doi:10.4018/ijtee.304819 · Cited by 5
“Thus, it is recommended that teachers with technology fears and limited IT experience be trained to deal with students’ technological demands, utilize tablets in the classroom appropriately, and use all available technology to help them build a sense of security and confidence (Bogami & Elyas, 2020; Haßler et al., 201…”
BackgroundSpecial Issue: Rethinking educational practices and responsibilities in the light of digitalisation
Paleczek, L., Pölzl‐Stefanec, E., & Otrel-Cass, K. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.102075 · Cited by 5
Hagos, T., & Andargie, D. (2022) · Science education international · doi:10.33828/sei.v33.i4.5 · Cited by 5
“While some studies support assertions that technology can facilitate deeper learning (VanderArk and Schneider, 2012) and offer evidence of learning advantages (Higgins et al., 2012), other studies are less conclusive (Haßler et al., 2016) and contradict these research findings.”
Donevska-Todorova, A. (2019) · International Journal for Technology in Mathematics Education · doi:10.1564/tme_v26.3.03 · Cited by 5
Mobile Technologies and Digital Resources for Learning
Churchill, D. (2017) · Springer texts in education · doi:10.1007/978-981-10-3776-4_9 · Cited by 5
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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