Björn Haßler|Louis Major|Sara Hennessy
Tablet use in schools: a critical review of the evidence for learning outcomes
University of Cambridge|University of Cambridge|University of Cambridge
abstract increased popularity tablets general led uptake education critically review literature reporting use tablets primary secondary school children across curriculum particular emphasis learning outcomes systematic review methodology used literature search resulted 33 relevant studies meeting inclusion criteria total 23 met minimum quality criteria examined detail 16 reporting positive learning outcomes 5 difference 2 negative learning outcomes explanations underlying observations analysed factors contributing successful uses tablets discussed hypothesize tablets viably support children completing variety learning tasks across range contexts academic subjects fragmented nature current knowledge base scarcity rigorous studies makes difficult draw firm conclusions generalizability evidence limited detailed explanations using tablets within certain activities improve learning remain elusive recommend future research moves beyond exploration towards systematic indepth investigations building existing findings documented