Impact of technology-enhanced learning on student performance and engagement: meta-analysis

Abstract

Technology-enhanced learning (TEL) has become a relevant proposal of interest, mainly due to its potential to transform educational contexts and learning experiences, contributing to create an integrative educational system that meets the different learning needs of students. Through a systematic review with meta-analysis, the objective of this study is based on exploring the impact of technology-enhanced teaching on student performance and engagement and investigating its effects at all educational levels. Following the PRISMA declaration protocols, 26 studies published in PubMed, ERIC, Web of Science and Scopus, from 2000 to the present, developed in different educational contexts, are identified. Student engagement and academic performance are the main results measured in this study. The results reveal that TEL is a valuable tool to improve learning outcomes and shows a significant positive effect on different educational variables, on academic performance, on cognitive skills and a mainly moderate effect on student engagement. Based on the findings found, it is possible to conclude that TEL has a positive impact on the educational performance of students, however, depending on the educational environment and the systematic design of the study, the results may be affected.