Technology's Edge: The Educational Benefits of Computer-Aided Instruction
Abstract
We present results from a randomized study of a well-defined use of computers in schools, a popular instructional computer program for pre-algebra and algebra. We primarily assess the program using a test designed to target pre-algebra and algebra skills. Students randomly assigned to computer-aided instruction score significantly higher on a pre-algebra and algebra test than students randomly assigned to traditional instruction. We hypothesize that this effectiveness arises from increased individualized instruction as the effects appear larger for students in larger classes and in classes with high student absentee rates. (JEL H75, I21)
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Barrow et al. (2009) find that students randomly assigned to computer-aided instruction using an algebra program largely improve on algebra test scores compared to students receiving traditional instruction.
“For instance, Barrow et al. (2009) fi nd that students randomly assigned to computer-aided instruction using an algebra program largely improve on algebra test scores compared to the students receiving traditional instruction.”
From Banning mobile phones in schools: evidence from regional-level policies in Spain (2022) · cites this paper as Barrow et al. (2009)
Cites
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Banerjee, A. V., Cole, S., Duflo, E., & Linden, L. (2007) · The Quarterly Journal of Economics · doi:10.1162/qjec.122.3.1235 · Cited by 1,398 · see citing works
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Disrupting education? Experimental evidence on technology-aided instruction in India
Muralidharan, K., Singh, A., & Ganimian, A. J. (2019) · American Economic Review · doi:10.1257/aer.20171112 · Cited by 415 · see citing works
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Bulman, G., & Fairlie, R. W. (2016) · Handbook of the Economics of Education · doi:10.1016/b978-0-444-63459-7.00005-1 · Cited by 284 · see citing works
Ill Communication: Technology, distraction & student performance
Beland, L.-P., & Murphy, R. (2016) · Labour Economics · doi:10.1016/j.labeco.2016.04.004 · Cited by 236 · see citing works
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The impact of banning mobile phones in Swedish secondary schools
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Banning mobile phones in schools: evidence from regional-level policies in Spain
Beneito, P., & Vicente-Chirivella, Ó. (2022) · Applied Economic Analysis · doi:10.1108/aea-05-2021-0112 · Cited by 49 · see citing works
- Authors
- Barrow, L., Markman, L., & Rouse, C. E.
- Affiliations
- Federal Reserve Bank of Chicago (US)
- Princeton University (US)
- ORCID
- Barrow, Lisa
- Venue
- American Economic Journal: Economic Policy
- Publisher
- American Economic Association
- Published
- 2009-02-01
- Volume
- 1
- Issue
- 1
- Pages
- 52-74
- ISSN
- 1945-7731 (ISSN-L)
- 1945-774X
- OpenAlex
- W3124369876
- Cited by
- 200
- References
- 1
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 10 · 2023: 13 · 2022: 18 · 2021: 10 · 2020: 20 · 2019: 12 · 2018: 15 · 2017: 15 · 2016: 16 · 2015: 9 · 2014: 9 · 2013: 12 · 2012: 16
- FWCI
- 46.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Economic Journal Economic Policy (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Education › Education and Technology Integration
- Keywords
- computer-assisted instruction, educational technology, algebra instruction, pre-algebra, personalized learning, class size, school absenteeism, academic performance, conventional instruction comparison
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