Table 2.
Research design, independent variables and dependent variables
| Research design | Technology | Dependent variable(s) | Outcomes | |
|---|---|---|---|---|
| Aunio and Mononen (2018) | RCT | Computer game |
• Early mathematics skills • Non-verbal reasoning |
Both groups improved from pre-test to post-test, no significant between groups differences |
| Cardon et al. (2019) | Single-case design | Video models |
• Social skills • Transition skills |
Minimal effects in reversal design, authors report increase in attention to videos following peer-mediated intervention |
| Chai (2017) | Single-case design | Tablet (iPad) | • Early literacy skills (target phonemes) | Increased correct responses across phonemes for all participants |
| Dennis et al. (2016) | Single-case design | Tablet | • Vocabulary skills | Little separation between teacher delivered and iPad delivered instruction for most participants |
| Desoete and Praet (2013) | RCT | Computer games | • Early mathematics skills | Authors report increased effectiveness of ICT-delivered intervention on early mathematical skills in pre-post design |
| Furman et al. (2019) | Quasi-experimental | Tablet | • Academic skills (science) | Authors report improvements in science outcomes for students who did and did not receive tablet-mediated intervention |
| Hsiao and Chen (2016) | Quasi-experimental | Motion sensor 3D camera scanner (ASUS Xtion Pro) |
• General knowledge • Motor skills |
Authors report better learning performance for students in the game-based learning group |
| Jung and Sainato (2015) | Single-case design | Video models |
• Engagement • Social skills • Challenging behavior |
Increased non-verbal and verbal engagement across participants in a multiple baseline design |
| Kim et al. (2019) | SMART | Tablet |
• Vocabulary skills (science) • Listening comprehension |
Authors report that non-responders to initial intervention improved following gamification of app and parent prompts for participation |
| Korat et al. (2017) | RCT | E-book | • Early literacy skills | Authors report increase in novel word learning for children with access to an E-book across conditions and learning targets |
| Lee and Tu (2016) | Pre-post (no control group) | Tablet (iPad) |
• Academic skills (general) • Cognitive skills |
Authors report all participants increased their science learning abilities following the tablet intervention, but the group with the largest gain was the English language learners |
| Martín et al. (2017) | RCT | Tablets and interactive whiteboards |
• Academic skills (general) • Attitudes and interactions |
Authors report that students who were in the technology-based conditions demonstrated more motivation and better results than students in the paper card condition |
| Maureen et al. (2018) | Quasi-experimental | Projection device | • Early literacy skills | Authors report that the digital literacy intervention improved child literacy skills above the gains made by students in the typical literacy intervention |
| Maureen et al. (2020) | RCT | Projection device |
• Early literacy skills • Cognitive skills • Social-emotional skills |
Authors report structured storytelling via play-based activities or digital storytelling activities increased child literacy skill |
| McCoy et al. (2017) | Single-case design | Tablet (iPad) |
• Academic engagement • Off-task behaviors |
Small effect of tablet-mediated intervention on increased engagement and decreased off-task behavior for both photo and video presentation in multiple baseline |
| Muñoz-Repiso and Caballero-González (2019) | Quasi-experimental | Robot |
• Computational thinking • Programming skills |
Authors report that children in the robotics program demonstrated larger gains in computational thinking than students in the control group |
| Musti-Rao et al. (2015) | Single-case design | Tablet (iPad) |
• Early literacy skills • Academic engagement |
Small increase in correct words per minute across participants in a multiple baseline design |
| Papadakis et al. (2018) | RCT | Computers and tablets | • Early mathematics skills | Authors report students in both the computer and tablet conditions improved relative to the control condition |
| Schacter and Jo (2017) | RCT | Tablet | • Early mathematics skills | Authors report increased math achievement for students in the iPad app condition |
| Sullivan and Bers (2018) | Mixed methods | Robot |
• Programming skills • Attitudes towards programming |
Authors report students’ interest in robotics and technology and engineering in general increased |
| Taylor et al. (2018) | Single-case design | Robot | • Programming skills | Increase in correct responses across participants in a changing criterion design |
| Vatalaro et al. (2017) | Quasi-experimental | Tablet | • Vocabulary skills | Authors report increased performance on the PPVT-4 following intervention with the iPad app |