{"title":"技术支持学习对提高学生数字素养的有效性——56项实验和准实验研究的元分析","authors":"Jin Wang, Wenxiang Fan","doi":"10.1111/jcal.70137","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>For students, digital literacy is an essential competency, and technology-supported learning has become one of the most crucial methods for developing students' digital literacy. However, no academic consensus exists regarding whether technology-supported learning is effective in improving students' digital literacy.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study conducts a meta-analysis to examine the effectiveness of technology-supported learning in improving students' digital literacy. In addition, the influence of moderator variables is tested. Examples of these variables include types of technology, ways of technology use, grade level, types of courses, learning environment, learning methods, duration and different digital literacy dimensions.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>This meta-analysis follows the guidelines outlined in the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). For the 56 studies that met the specified criteria, a random effects model and Hedges' <i>g</i> are used to provide a comprehensive overview of the impact of technology-supported learning on students' digital literacy across different contexts. This study also uses a funnel plot, Begg's test and Egger's test to assess publication bias.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The findings show that: (a) Technology-supported learning has a large positive impact on students' digital literacy (<i>g</i> = 0.612, <i>p</i> < 0.001). (b) Compared to GenAI, extended reality and digital platforms and applications are more effective in fostering digital literacy. (c) Compared to other ways of using technology, employing technology for digital creation and expression has the greatest effect in enhancing students' digital literacy. (d) Compared to other grade levels, technology-supported learning has the greatest effect in promoting kindergarten children's digital literacy. (e) Compared to other course types, technology-supported learning in interdisciplinary courses has the greatest effect in improving students’ digital literacy. (f) Compared to other contexts, technology-supported learning has the greatest effect in cultivating students’ digital literacy when implemented in a blended environment. (g) Compared to other learning methods, blended learning has the greatest effect in promoting students’ digital literacy when combined with technology-supported learning. (h) No significant difference exists in the impact of technology-supported learning on students’ digital literacy development across different intervention durations.</p>\n </section>\n \n <section>\n \n <h3> Implications</h3>\n \n <p>These findings provide valuable insights for teachers and researchers who are trying to improve students' digital literacy through different technologies in the educational environment.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Effectiveness of Technology-Supported Learning in Improving Students' Digital Literacy—A Meta-Analysis of 56 Experimental and Quasi-Experimental Studies\",\"authors\":\"Jin Wang, Wenxiang Fan\",\"doi\":\"10.1111/jcal.70137\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>For students, digital literacy is an essential competency, and technology-supported learning has become one of the most crucial methods for developing students' digital literacy. 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引用次数: 0
摘要
对学生来说，数字素养是一项基本能力，技术支持学习已成为培养学生数字素养的最重要方法之一。然而，关于技术支持的学习是否能有效提高学生的数字素养，学术界尚未达成共识。目的本研究通过荟萃分析来检验技术支持学习在提高学生数字素养方面的有效性。此外，还对调节变量的影响进行了检验。这些变量的例子包括技术类型、技术使用方式、年级水平、课程类型、学习环境、学习方法、持续时间和不同的数字素养维度。方法本荟萃分析遵循系统评价和荟萃分析首选报告项目（PRISMA）中概述的指南。对于符合指定标准的56项研究，使用随机效应模型和Hedges' g来全面概述不同背景下技术支持学习对学生数字素养的影响。本研究还使用漏斗图、Begg检验和Egger检验来评估发表偏倚。结果与结论研究结果表明：(a)技术支持学习对学生数字素养有显著的正向影响（g = 0.612, p < 0.001）。(b)与GenAI相比，扩展现实和数字平台及应用在培养数字素养方面更为有效。（三）与其他使用科技的方式相比，利用科技进行数码创作和表达，对提高学生的数码素养效果最大。（四）与其他年级相比，科技辅助学习对促进幼稚园儿童数码素养的效果最大。(e)与其他课程类型相比，跨学科课程中的技术支持学习对提高学生的数字素养效果最大。(f)与其他情况相比，在混合环境中实施的技术支持学习对培养学生的数字素养效果最大。(g)与其他学习方法相比，混合学习与技术支持学习相结合，对促进学生数字素养的效果最大。(h)技术支持学习对学生数字素养发展的影响在不同干预时间间无显著差异。这些发现为试图通过教育环境中的不同技术提高学生数字素养的教师和研究人员提供了有价值的见解。
The Effectiveness of Technology-Supported Learning in Improving Students' Digital Literacy—A Meta-Analysis of 56 Experimental and Quasi-Experimental Studies
Background
For students, digital literacy is an essential competency, and technology-supported learning has become one of the most crucial methods for developing students' digital literacy. However, no academic consensus exists regarding whether technology-supported learning is effective in improving students' digital literacy.
Objectives
This study conducts a meta-analysis to examine the effectiveness of technology-supported learning in improving students' digital literacy. In addition, the influence of moderator variables is tested. Examples of these variables include types of technology, ways of technology use, grade level, types of courses, learning environment, learning methods, duration and different digital literacy dimensions.
Methods
This meta-analysis follows the guidelines outlined in the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). For the 56 studies that met the specified criteria, a random effects model and Hedges' g are used to provide a comprehensive overview of the impact of technology-supported learning on students' digital literacy across different contexts. This study also uses a funnel plot, Begg's test and Egger's test to assess publication bias.
Results and Conclusions
The findings show that: (a) Technology-supported learning has a large positive impact on students' digital literacy (g = 0.612, p < 0.001). (b) Compared to GenAI, extended reality and digital platforms and applications are more effective in fostering digital literacy. (c) Compared to other ways of using technology, employing technology for digital creation and expression has the greatest effect in enhancing students' digital literacy. (d) Compared to other grade levels, technology-supported learning has the greatest effect in promoting kindergarten children's digital literacy. (e) Compared to other course types, technology-supported learning in interdisciplinary courses has the greatest effect in improving students’ digital literacy. (f) Compared to other contexts, technology-supported learning has the greatest effect in cultivating students’ digital literacy when implemented in a blended environment. (g) Compared to other learning methods, blended learning has the greatest effect in promoting students’ digital literacy when combined with technology-supported learning. (h) No significant difference exists in the impact of technology-supported learning on students’ digital literacy development across different intervention durations.
Implications
These findings provide valuable insights for teachers and researchers who are trying to improve students' digital literacy through different technologies in the educational environment.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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