Louis Major|Gill Althia Francis|Maria Tsapali
The effectiveness of technology?supported personalised learning in low? and middle?income countries: A meta?analysis
University of Cambridge|University of York|University of Cambridge
abstract digital technology offers potential address educational challenges resourcepoor settings metaanalysis examines impact students use technology personalises adapts learning level low middleincome countries following systematic search research 2007 2020 16 randomised controlled trials identified five countries studies involved 53029 learners aged 615 years coding examined learning domain mathematics literacy personalisation level delivery technology use intervention duration intensity overall technologysupported personalised learning found statistically significantif moderatepositive effect size 018 learning p 0001 metaregression reveals personalised approaches adapt adjust learners level led significantly greater impact effect size 035 linking learners interests providing personalised feedback support andor assessment avenues future research include investigating cost implications optimum programme length teachers role making personalised learning technology effective practitioner notes already known topic promoting personalised learning established aim educators using technology support personalised learning low middleincome countries lmics could play important role ensuring inclusive equitable access education particularly aftermath covid19 currently rigorous overview evidence effectiveness using technology enable personalised learning lmics paper adds metaanalysis first evaluate effectiveness technologysupported personalised learning improving learning outcomes schoolaged children lmics technologysupported personalised learning statistically significant positive effect learning outcomes interventions similarly effective mathematics literacy whether teachers also active role personalisation personalised approaches adapt adjust learner led significantly greater impact although whether warrant additional investment likely necessary implementation scale needs investigated personalised technology implementation moderate duration intensity similar positive effects stronger duration intensity although research needed confirm implications practice andor policy inclusion adaptive personalisation features technologyassisted learning environments lead greater learning gains personalised technology approaches featuring moderate personalisation may also yield learning rewards known whether personalised technology scaled costeffective contextually appropriate way indications possible appropriateness teachers integrating personalised approaches practice explored given supplementary uses personalised technology ie additional sessions involving technology outside regular instruction common