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dc.contributor.authorHaßler, Ben
dc.contributor.authorMajor, Louisen
dc.contributor.authorHennessy, Saraen
dc.date.accessioned2015-06-22T11:28:27Z
dc.date.available2015-06-22T11:28:27Z
dc.date.issued2015-12-13en
dc.identifier.citationHaßler et al. Journal of Computer Assisted Learning (2015) Vol. 32, Issue 2, pp. 139–156. doi:10.1111/jcal.12123en
dc.identifier.issn0266-4909
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/248609
dc.description.abstractThe 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 hypothesise 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, make it difficult to draw firm conclusions. The generalisability 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.
dc.description.sponsorshipWe gratefully acknowledge a donation from ARM Holdings Ltd. that partially supported this literature review.
dc.languageEnglishen
dc.language.isoenen
dc.publisherWiley
dc.subjecttabletsen
dc.subjectschoolsen
dc.subjectsystematic reviewen
dc.subjectiPaden
dc.subjectAndroiden
dc.subjectlearning outcomesen
dc.titleTablet use in schools: A critical review of the evidence for learning outcomesen
dc.typeArticle
dc.description.versionThis is the author accepted manuscript. The final version is available from Wiley via http://dx.doi.org/10.1111/jcal.12123en
prism.endingPage156
prism.publicationDate2015en
prism.publicationNameJournal of Computer Assisted Learningen
prism.startingPage139
prism.volume32en
rioxxterms.versionofrecord10.1111/jcal.12123en
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2015-12-13en
dc.contributor.orcidMajor, Louis [0000-0002-7658-1417]
dc.contributor.orcidHennessy, Sara [0000-0002-9050-4995]
dc.identifier.eissn1365-2729
rioxxterms.typeJournal Article/Reviewen
rioxxterms.freetoread.startdate2016-12-13


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