The impact of Information and Communication Technology (ICT) on learning outcomes in early childhood and primary education: a meta-analysis of moderating factors
The role of Information and Communication Technology (ICT) in fostering the learning and development of young children and primary school students has become a pivotal focus in contemporary education. This study adopts a meta-analytic approach to systematically synthesize and evaluate findings from...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1540169/full |
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| author | Zuo Ruijia Li Wenling Zhang Xuemei |
| author_facet | Zuo Ruijia Li Wenling Zhang Xuemei |
| author_sort | Zuo Ruijia |
| collection | DOAJ |
| description | The role of Information and Communication Technology (ICT) in fostering the learning and development of young children and primary school students has become a pivotal focus in contemporary education. This study adopts a meta-analytic approach to systematically synthesize and evaluate findings from 30 recently published studies on the use of ICT in early childhood and primary education. The analysis reveals that ICT has a significant positive effect on student learning, particularly in enhancing language skills (effect size = 0.24) and subject knowledge acquisition (effect size = 0.59). Additionally, the analysis highlights the moderating effects of variables such as intervention duration and application type, emphasizing the need for context-specific implementation strategies. A random-effects model was employed to account for between-study variability, providing robust empirical evidence to inform the design and application of ICT in basic education. The study further recommends that future research prioritize the development of tailored digital resources, the evaluation of long-term impacts, and the exploration of contextual adaptability to fully realize the potential of ICT in enhancing the learning and development of young children and primary school students. |
| format | Article |
| id | doaj-art-af84bed0fb274378bbf4d6ed9aec2242 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-af84bed0fb274378bbf4d6ed9aec22422025-08-20T03:31:10ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-06-011610.3389/fpsyg.2025.15401691540169The impact of Information and Communication Technology (ICT) on learning outcomes in early childhood and primary education: a meta-analysis of moderating factorsZuo Ruijia0Li Wenling1Zhang Xuemei2Department of Preschool Education, School of Music and Dance, Xihua University, Chengdu, ChinaSchool of Education Science, GuangXi Minzu Normal University, Chongzuo, Guangxi, ChinaDepartment of Preschool Education, School of Music and Dance, Xihua University, Chengdu, ChinaThe role of Information and Communication Technology (ICT) in fostering the learning and development of young children and primary school students has become a pivotal focus in contemporary education. This study adopts a meta-analytic approach to systematically synthesize and evaluate findings from 30 recently published studies on the use of ICT in early childhood and primary education. The analysis reveals that ICT has a significant positive effect on student learning, particularly in enhancing language skills (effect size = 0.24) and subject knowledge acquisition (effect size = 0.59). Additionally, the analysis highlights the moderating effects of variables such as intervention duration and application type, emphasizing the need for context-specific implementation strategies. A random-effects model was employed to account for between-study variability, providing robust empirical evidence to inform the design and application of ICT in basic education. The study further recommends that future research prioritize the development of tailored digital resources, the evaluation of long-term impacts, and the exploration of contextual adaptability to fully realize the potential of ICT in enhancing the learning and development of young children and primary school students.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1540169/fullinformation and communication technologyearly childhood educationprimary educationstudent learning and developmentmeta-analysis |
| spellingShingle | Zuo Ruijia Li Wenling Zhang Xuemei The impact of Information and Communication Technology (ICT) on learning outcomes in early childhood and primary education: a meta-analysis of moderating factors Frontiers in Psychology information and communication technology early childhood education primary education student learning and development meta-analysis |
| title | The impact of Information and Communication Technology (ICT) on learning outcomes in early childhood and primary education: a meta-analysis of moderating factors |
| title_full | The impact of Information and Communication Technology (ICT) on learning outcomes in early childhood and primary education: a meta-analysis of moderating factors |
| title_fullStr | The impact of Information and Communication Technology (ICT) on learning outcomes in early childhood and primary education: a meta-analysis of moderating factors |
| title_full_unstemmed | The impact of Information and Communication Technology (ICT) on learning outcomes in early childhood and primary education: a meta-analysis of moderating factors |
| title_short | The impact of Information and Communication Technology (ICT) on learning outcomes in early childhood and primary education: a meta-analysis of moderating factors |
| title_sort | impact of information and communication technology ict on learning outcomes in early childhood and primary education a meta analysis of moderating factors |
| topic | information and communication technology early childhood education primary education student learning and development meta-analysis |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1540169/full |
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