Author	Title	Year	Population	Type of technology	Scope of review	How does the review differ from the proposed review?
Haßler et al. (2015)	Tablet use in schools: a critical review of the evidence for learning outcomes.	2015	5–18	Tablet	Academic achievement across any learning outcome. Included: literature, maths, social studies, science, economics, SEN	This is not a registered systematic review Searches were completed May 2014. Initial scoping of research shows a significant growth in research since then. Anecdotal evidence suggests that practice has shifted significantly since 2014 too in terms of iPad/tablet use in schools, given the first tablet was introduced in 2009 (android, 2010 iPad). This review considered both primary and post‐primary schools, did not include smartphones, and focused on wider learning outcomes. There is no subgroup analysis completed, either across age groups or specific learning outcomes, therefore the team feels our proposed review will expand upon Haßler et al.'s findings to better understand primary use specifically
Abrami et al. (2015)	The effects of ABRACADABRA on Reading outcomes: A meta‐analysis of applied field research	2015	Kindergarden and elementary or equivalent (5–12)	Abracadabra (interactive, web‐based software for reading support)	Reading outcomes	Meta‐analysis on research on a specific intervention (Abracadabra)—the scope of the proposed review will consider literacy and numeracy interventions more widely
Cheung and Slavin (2012)	The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K‐12 Classrooms: A Meta‐Analysis. Best Evidence Encyclopaedia (BEE)	2012	Grades K‐12 or equivalent (5–18)	Wider technology	Impact on maths achievement where pupil was previously struggling	This meta‐analysis focused on support for pupils who are struggling or require additional support, rather than on general application in the classroom (which the proposed review will consider). Searches identified studies only up to 2011. Unsurprisingly there was no mention of tablets in education at that stage
Cho et al. (2018)	The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta‐Analysis	2018	Primary, postprimary, adult education	Mobile technology	Language learning	Focused specifically on the impact of technology on language learning, rather than wider educational outcomes. The proposed review will include English as an Additional Language if other inclusion criteria are met, as well as other literacy and numeracy interventions Limited search terms. Key words used: “language learning” AND achievement, AND “mobile” OR “m‐learning.” Grey literature search used Proquest Dissertations & Theses only. The proposed review will incorporate a more robust search process
Crompton et al. (2017)	The use of mobile learning in PK‐12 education: A systematic review.	2017	Grades PreK‐12 (4–18)	All mobile devices	This review considers the types of research carried out in the field of mobile learning in PK‐12, summarising the aims of the research, methodologies used, devices of interest, subject matters and educational levels considered	No analysis of effectiveness of interventions considered. Additionally, search strategy incorporates only the top 10 journals (as rated through Google Scholar Metrics) rather than a wider, exhaustive search strategy including grey literature. The proposed review will incorporate a more exhaustive search process
Harper (2018)	Technology and Teacher‐Student Interactions: A Review of Empirical Research	2018	Grades K‐12 or equivalent (5–18)	Wider technology	Impact of technology on teacher‐student interactions	Focused specifically on the impact that technology has on interactions of teachers and students in the classroom, rather than interventions where the device is used directly by pupils (as in proposed review) Additionally, the review included only published, peer reviewed studies
Herodotou (2018)	Young children and tablets: A systematic review of effects on learning and development.	2018	2–5	Tablets	Learning and development	Focused only on young children (pre‐school age). The proposed review would build on this information to focus on the next educational age group (4–11)
Langer (2018)	Rethinking mobile learning for development: Using the capability approach and a mixed‐methods systematic review to conceptualise the application of mobile technologies as an educational tool in low‐ and middle‐income countries	2018	All age groups	All mobile devices	The use of mobile technology to support educational development in low and middle‐income countries	Unable to access full text, however abstract plus connected papers shows the focus is on how mobile devices can support the specific educational challenges faced in low & middle income countries, for example engaging marginalised learners
Nguyen et al. (2015)	iPad in higher education—hype and hope	2015	Higher education (18 plus)	iPad (specifically, not including other tablet brands)	Wider learning outcomes	Only peer‐reviewed studies included Device is limited to branded i‐pads therefore narrowing the scope of the review. Older population considered than proposed review population (higher education)
Parsons (2014)	A mobile learning overview by timeline and mind map	2014	All age groups (including adults)	All mobile devices	This paper maps the ways in which mobile learning has been represented in the research field, including target audience (learner), locations (formal and informal education, everyday life, work‐based learning etc.), device and content.	No discussion in this review on the effectiveness of mobile devices on learning outcomes, rather presents a description of the focus taken by research
Sung et al. (2016)	The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta‐analysis and research synthesis	2016	All age groups in formal education (including adults)	All mobile devices	Aims to determine the effectiveness of integrating mobile devices in education on student learning achievement, and potential moderating factors	This is similar in nature to the proposed study, however includes all age groups (including adults), all subject areas, and includes studies where technology is used both in and outside of the classroom. Search strategy only included peer reviewed journals. Searches included 1993–2013—a more up to date search is now needed. It will be useful to revisit this review following completion of the proposed review to identify any similarities or differences in findings. Proposed review will also seek to add detail to the discussion presented in this review
Talan (2020)	The Effect of Mobile Learning on Learning Performance: A Meta‐Analysis Study.	2020	All age groups in formal education (including adults)	All mobile devices	Thie study aims to determine the effect of mobile learning on students' learning performance, and consider moderating factors including education level, subject of study and duration	This review is close to the proposed review in terms of aims. However, it includes studies of mobile learning experience more widely rather than specifically within the classroom, including research focused on supporting engagement through learning at home. The review finds mobile learning to positively impact learning performance, however one reason posed is that “Mobile learning takes education out of the classroom.” Again, the proposed review will add to this learning rather than duplicate
Tingir et al. (2017)	Effects of mobile devices on K‐12 students' achievement: a meta‐analysis	2017	Grades K‐12 or equivalent (5–18)	All mobile devices	Science, maths and reading outcomes. Meta‐analyses were carried out across subject areas, device type and school type	Only peer‐reviewed studies included Geographical coverage is limited. While search criteria in relation to school class is not included, the majority of included studies are from countries which use the K‐12 system. Included articles are from the following countries: · United States (4) · Taiwan (5) · India · Turkey · Mexico · New Zealand · Spain (post‐primary study) Studies from the United Kingdom, Ireland, Australia, Canada and much of Europe are notably absent which represents a significant gap in terms of coverage
Torgerson et al. (2002)	A systematic review and meta‐analysis of the effectiveness of information and communication technology (ICT) on the teaching of spelling	2002	School age (4–18)	ICT in general	Teaching of spelling	Outdated—searches include research up to 2000 Focused only on the teaching of spelling, therefore applicability of evidence will be limited
Zhang and Nouri (2018)	A Systematic Review of Learning and Teaching with Tablets	2018	School age (4–18)	Tablets	Considers how pedagogical practices are supported by tablets in primary and secondary school	Does not consider learning outcomes specifically, rather focuses on teaching practice
Zucker et al. (2009)	The Effects of Electronic Books on Pre‐Kindergarten‐to‐Grade 5 Students' Literacy and Language Outcomes: A Research Synthesis	2009	Kindergarden to grade 5	e‐books	Literacy and language	Outdated. technology and practice have shifted significantly since 2009, in particular tablets which were introduced in 2009 Studied eBooks only, rather than wider technology