数字工具支持的教学对学生学习结果有何影响？——来自137项实验与准实验的元分析证据

doi:10.16382/j.cnki.1000-5560.2022.11.008

摘要/Abstract

摘要：

为厘清数字工具支持的教学对学生学习结果的影响，对137项实验与准实验进行了元分析。结果显示，与传统教学相比，数字工具支持的教学能够增强学生的学习动机（g=0.482）和提升学生的学业成绩（g=0.479）；另外，调节效应分析发现：在人口统计学变量上，与个人主义文化相比，集体主义文化背景下采用数字工具教学对学习动机和学业成绩的积极影响作用更显著；数字工具教学对学习动机和学业成绩的预测作用不受学段的影响；数字工具教学对男生学业成绩的影响显著高于女生。在知识特征上，相比数字教程和模拟应用程序，智能辅导系统和超媒体更利于提高学业成绩；相比其他学科，数字工具教学对语言学习动机的影响更大，对数学和科学成绩的影响更显著；在研究属性上，受过培训的教师实施数字工具教学为学习动机带来的影响好于未受过培训的教师；数字工具教学干预时间适中才能发挥其对学业成绩的最好效应；数字工具教学对学业成绩的影响随干预强度的增强而增强；数字工具教学对学习动机的预测作用会随年份变迁而愈加凸显。

关键词: 数字工具, 教学, 学习动机, 学业成绩, 元分析

Abstract:

In order to clarify the impact of digital tools-supported teaching on students’ learning outcomes, this study conducted a meta-analysis based on 137 experiments and quasi-experiments. The results show that compared with traditional teaching, digital tools-supported teaching can enhance learning motivation (g=0.482) and improve academic achievement (g=0.479). In addition, this positive effect was moderated by demographics, knowledge assessments, and study attributes.The specific manifestations were as follows: in terms of demographic, the use of digital tools to support teaching in the context of collectivism culture had a more significant positive impact on learning motivation and academic achievement compared with individualism culture; the predictive effect of digital tools-supported teaching on learning motivation and academic achievement is not affected by the stage; the influence of digital tools-supported teaching on boys’ academic achievement is significantly higher than that of girls. In terms of knowledge assessment, compared with digital tutorials and simulation, intelligent tutoring system and hypermedia are more conducive to improving academic achievement; as opposed to other subjects, the teaching supported by digital tools has a greater impact on language learning motivation, but the teaching supported by digital tools has a significant impact on mathematics and science achievement. In terms of study attributes, the use of digital tools by trained teachers had a better impact on student motivation than did untrained teachers; only when the intervention time of digital teaching is moderate can it give full play to its best effect on academic achievement; the impact of digital tools-supported teaching on academic achievement is strengthened as the intensity of intervention increases; with the change of years, the predictive effect of digital tools- supported teaching on learning motivation will become more and more prominent.

Key words: digital tools, teaching, learning motivation, academic achievement, meta-analysis

雷浩, 李雪. 数字工具支持的教学对学生学习结果有何影响？——来自137项实验与准实验的元分析证据[J]. 华东师范大学学报(教育科学版), 2022, 40(11): 92-109.

Hao Lei, Xue Li. Does the Digital Tools-supported Teaching Have an Impact on Students’ Learning Results:Meta-Analysis Evidence from 137 Experiments and Quasi Experiments[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(11): 92-109.

图/表 7

图 1

表 1

图 2

图 3

表 2

表 3

数字工具对学生学习结果的影响：调节变量（分类变量）"

Moderator variables	Between groups effect(Q_BET)	k	g	SE	95%CI for g	Homogeneity test within each group(Q_W)	I²
学习动机
文化背景	*10.054（p=0.015）**
集体主义		41	0.643	0.100	[0.448，0.838]	243.576***	0.84
个人主义		12	?0.059	0.198	[?0.446，0.329]	54.732	0.80
样本学段	1.422（p=0.491）
小学		19	0.601	0.141	[0.326，0.877]	119.784***	0.85
初中		16	0.536	0.118	[0.305，0.767]	71.297***	0.77
高中		18	0.285	0.227	[?0.161，0.730]	216.077	0.91
工具类型	2.038（p=0.565）
数字教程		18	0.416	0.191	[0.042，0.790]	139.147*	0.88
智能辅导系统		7	0.751	0.283	[0.197，1.306]	91.984***	0.93
模拟应用程序		21	0.381	0.075	[0.235，0.528]	38.752***	0.48
超媒体		7	0.714	0.463	[?0.193，1.621]	97.861	0.94
学科领域	*8.810（p=0.032）**
语言		9	0.884	0.215	[0.463，1.305]	55.954***	0.86
数学		17	0.355	0.098	[0.163，0.547]	41.583***	0.62
科学		22	0.467	0.204	[0.068，0.866]	228.150*	0.91
其他		5	0.270	0.043	[0.185，0.355]	1.448***	0.00
教师培训	*4.440（p=0.035）**
是		18	0.841	0.179	[0.490，1.192]	194.982***	0.91
否		16	0.253	0.214	[?0.166，0.672]	131.429	0.89
干预时长	2.649（p=0.449）
$\leqslant $ 4周		10	0.478	0.161	[0.162，0.795]	70.728**	0.87
>4， $\leqslant $ 12周		11	0.973	0.285	[0.414，1.533]	108.799***	0.91
>12， $\leqslant $ 24周		3	0.435	0.235	[?0.026，0.895]	11.403	0.82
>24周		3	0.503	0.544	[?0.564，1.570]	25.691	0.92
干预强度	0.777（p=0.678）
<1h/周		4	0.599	0.265	[0.081，1.118]	14.552***	0.79
$\geqslant $ 1h，<3h/周		4	0.857	0.461	[?0.047，1.762]	53.834***	0.94
$\geqslant $ 3h/周		5	0.410	0.255	[?0.090，0.911]	33.164***	0.88
学业成绩
文化背景	*3.994（p=0.046）**
集体主义		86	0.525	0.043	[0.441，0.609]	286.696***	0.70
个人主义		27	0.315	0.096	[0.126，0.503]	190.713**	0.86
样本学段	*6.149（p=0.046）**
小学		38	0.355	0.056	[0.246，0.464]	88.651***	0.58
初中		43	0.574	0.073	[0.430，0.717]	238.667***	0.82
高中		34	0.496	0.076	[0.348，0.645]	156.544***	0.79
工具类型	*10.336（p=0.016）**
数字教程		60	0.372	0.057	[0.260，0.484]	260.429***	0.77
智能辅导系统		12	0.745	0.135	[0.481，1.009]	56.436***	0.81
模拟应用程序		37	0.533	0.060	[0.414，0.651]	98.326***	0.63
超媒体		6	0.697	0.148	[0.407，0.986]	25.132***	0.80
学科领域	*7.851（p=0.049）**
语言		30	0.338	0.085	[0.171，0.504]	156.591***	0.81
数学		37	0.470	0.072	[0.328，0.612]	156.002***	0.77
科学		43	0.579	0.062	[0.457，0.701]	152.491***	0.72
其他		4	0.627	0.079	[0.473，0.781]	1.345***	0.00
教师培训	0.136（p=0.712）
是		32	0.408	0.063	[0.286，0.531]	128.135***	0.76
否		50	0.443	0.070	[0.306，0.580]	264.759***	0.81
干预时长	16.744（p<0.001）**
$\leqslant $ 4周		16	0.543	0.118	[0.312，0.774]	68.738***	0.78
>4， $\leqslant $ 12周		22	0.502	0.108	[0.289，0.714]	100.210***	0.79
>12， $\leqslant $ 24周		8	0.759	0.147	[0.470，1.047]	27.166***	0.74
>24周		12	0.255	0.045	[0.166，0.344]	7.838***	0.00
干预强度	19.950(P<0.001)*
<1h/周		3	0.207	0.097	[0.016，0.398]	1.987*	0.00
$\geqslant $ 1h，<3h/周		15	0.349	0.139	[0.077，0.620]	111.032*	0.87
$\geqslant $ 3h/周		13	0.794	0.094	[0.610，0.978]	27.133***	0.56

表 3

表 4

参考文献 0

	Abouserie, R., Moss, D., & Barasi, S Cognitive style, gender, attitude toward computer‐assisted learning and academic achievement Educational studies 1992 18 2 151 160 Abouserie, R., Moss, D., & Barasi, S. (1992). Cognitive style, gender, attitude toward computer‐assisted learning and academic achievement. Educational studies, 18(2), 151—160. doi: 10.1080/0305569920180202
	Aparicio, M., Bacao, F., & Oliveira, T Cultural impacts on e-learning systems' success The Internet and Higher Education 2016 31 58 70 Aparicio, M., Bacao, F., & Oliveira, T. (2016). Cultural impacts on e-learning systems' success. The Internet and Higher Education, 31, 58—70. doi: 10.1016/j.iheduc.2016.06.003
	Assink, M., & Wibbelink, C. J Fitting three-level meta-analytic models in R: A step-by-step tutorial The Quantitative Methods for Psychology 2016 12 3 154 174 Assink, M., & Wibbelink, C. J. (2016). Fitting three-level meta-analytic models in R: A step-by-step tutorial. The Quantitative Methods for Psychology, 12(3), 154—174. doi: 10.20982/tqmp.12.3.p154
	Ausburn, L. J., Martens, J., Washington, A., Steele, D., & Washburn, E A cross-case analysis of gender issues in desktop virtual reality learning environments Journal of STEM Teacher Education 2009 46 3 6 Ausburn, L. J., Martens, J., Washington, A., Steele, D., & Washburn, E. (2009). A cross-case analysis of gender issues in desktop virtual reality learning environments. Journal of STEM Teacher Education, 46(3), 6.
	Bayraktar, S A meta-analysis of the effectiveness of computer-assisted instruction in science education Journal of research on technology in education 2001 34 2 173 188 Bayraktar, S. (2001). A meta-analysis of the effectiveness of computer-assisted instruction in science education. Journal of research on technology in education, 34(2), 173—188. doi: 10.1080/15391523.2001.10782344
	Buckley, K. E., & Anderson, C. A. (2006). A theoretical model of the effects and consequences of playing video games. Playing video games: Motives, responses, and consequences, 363−378.
	Chauhan, S A meta-analysis of the impact of technology on learning effectiveness of elementary students Computers & Education 2017 105 14 30 Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14—30.
	Chen, C. M Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance Expert Systems with Applications 2009 36 5 8816 8829 Chen, C. M. (2009). Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance. Expert Systems with Applications, 36(5), 8816—8829. doi: 10.1016/j.eswa.2008.11.026
	Cheung, A. C., & Slavin, R. E Effects of educational technology applications on reading outcomes for struggling readers: A best‐evidence synthesis Reading Research Quarterly 2013a 48 3 277 299 Cheung, A. C., & Slavin, R. E. (2013a). Effects of educational technology applications on reading outcomes for struggling readers: A best‐evidence synthesis. Reading Research Quarterly, 48(3), 277—299. doi: 10.1002/rrq.50
	Cheung, A. C., & Slavin, R. E The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis Educational research review 2013b 9 88 113 Cheung, A. C., & Slavin, R. E. (2013b). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational research review, 9, 88—113. doi: 10.1016/j.edurev.2013.01.001
	Chou, C. C., Block, L., & Jesness, R A case study of mobile learning pilot project in K-12 schools Journal of Educational Technology Development and Exchange (JETDE) 2012 5 2 3 Chou, C. C., Block, L., & Jesness, R. (2012). A case study of mobile learning pilot project in K-12 schools. Journal of Educational Technology Development and Exchange (JETDE), 5(2), 3.
	Clariana, R. B., & Schultz, C. W Gender by Content Achievement in Computer-Based Instruction Journal of Computers in Mathematics and Science Teaching 1993 12 277 288 Clariana, R. B., & Schultz, C. W. (1993). Gender by Content Achievement in Computer-Based Instruction. Journal of Computers in Mathematics and Science Teaching, 12, 277—288.
	Colley, A., & Comber, C Age and gender differences in computer use and attitudes among secondary school students: what has changed? Educational Research 2003 45 2 155 165 Colley, A., & Comber, C. (2003). Age and gender differences in computer use and attitudes among secondary school students: what has changed?. Educational Research, 45(2), 155—165. doi: 10.1080/0013188032000103235
	De Jong, T., & Van Joolingen, W. R Scientific discovery learning with computer simulations of conceptual domains Review of educational research 1998 68 2 179 201 De Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of educational research, 68(2), 179—201. doi: 10.3102/00346543068002179
	Derfler, K. E. (2002). Factors which affect middle school teachers' willingness to utilize technology as an instructional tool. La Sierra University.
	Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a digital age learning theory. The International HETL Review, 2013(Special Issue), 4−13.
	Easterbrook, P. J., Gopalan, R., Berlin, J. A., & Matthews, D. R Publication bias in clinical research The Lancet 1991 337 8746 867 872 Easterbrook, P. J., Gopalan, R., Berlin, J. A., & Matthews, D. R. (1991). Publication bias in clinical research. The Lancet, 337(8746), 867—872. doi: 10.1016/0140-6736(91)90201-Y
	Egbert, J., & Thomas, M The new frontier: A case study in applying instructional design for distance teacher education Journal of Technology and teacher education 2001 9 3 391 405 Egbert, J., & Thomas, M. (2001). The new frontier: A case study in applying instructional design for distance teacher education. Journal of Technology and teacher education, 9(3), 391—405.
	Egger, M., Smith, G. D., Schneider, M., & Minder, C Bias in meta-analysis detected by a simple, graphical test Bmj 1997 315 7109 629 634 Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. Bmj, 315(7109), 629—634. doi: 10.1136/bmj.315.7109.629
	Ertmer, P. A., Paul, A., Molly, L., Eva, R., & Denise, W Examining teachers’ beliefs about the role of technology in the elementary classroom Journal of research on Computing in Education 1999 32 1 54 72 Ertmer, P. A., Paul, A., Molly, L., Eva, R., & Denise, W. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of research on Computing in Education, 32(1), 54—72. doi: 10.1080/08886504.1999.10782269
	Foster II, J. J. (2001). Why Technology is Being Integrated into the Classroom at Such a Slow Rate: A Discussion of Self-Efficacy, Motivation, and Utility. In Society for Information Technology & Teacher Education International Conference (pp. 2718−2719). Association for the Advancement of Computing in Education (AACE).
	Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report . Springer Nature.
	Gegenfurtner, A., Quesada‐Pallarès, C., & Knogler, M Digital simulation‐based training: A meta‐analysis British Journal of Educational Technology 2014 45 6 1097 1114 Gegenfurtner, A., Quesada‐Pallarès, C., & Knogler, M. (2014). Digital simulation‐based training: A meta‐analysis. British Journal of Educational Technology, 45(6), 1097—1114. doi: 10.1111/bjet.12188
	Guild, P The culture/learning style connection Educational leadership 1994 51 16 16 Guild, P. (1994). The culture/learning style connection. Educational leadership, 51, 16—16.
	Heidig, S., & Clarebout, G Do pedagogical agents make a difference to student motivation and learning? Educational Research Review 2011 6 1 27 54 Heidig, S., & Clarebout, G. (2011). Do pedagogical agents make a difference to student motivation and learning?. Educational Research Review, 6(1), 27—54. doi: 10.1016/j.edurev.2010.07.004
	Heine, S. J Cultural psychology John Wiley & Sons 2010 Inc Heine, S. J. (2010). Cultural psychology. John Wiley & Sons, Inc.
	Hidi, S., Renninger, K. A., & Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning. (pp. 89−115)
	Higgins, J. P., & Thompson, S. G Quantifying heterogeneity in a meta‐analysis Statistics in medicine 2002 21 11 1539 1558 Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in medicine, 21(11), 1539—1558. doi: 10.1002/sim.1186
	Higgins, K., Huscroft-D’Angelo, J., & Crawford, L Effects of technology in mathematics on achievement, motivation, and attitude: A meta-analysis Journal of Educational Computing Research 2019 57 2 283 319 Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2019). Effects of technology in mathematics on achievement, motivation, and attitude: A meta-analysis. Journal of Educational Computing Research, 57(2), 283—319. doi: 10.1177/0735633117748416
	Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis Computers & Education 2020 153 103897 Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897.
	Hofstede, G Cultural dimensions in management and planning Asia Pacific journal of management 1984 1 2 81 99 Hofstede, G. (1984). Cultural dimensions in management and planning. Asia Pacific journal of management, 1(2), 81—99. doi: 10.1007/BF01733682
	Huang, Y. M., Liang, T. H., & Chiu, C. H Gender differences in the reading of e-books: Investigating children's attitudes, reading behaviors and outcomes Journal of Educational Technology & Society 2013 16 4 97 110 Huang, Y. M., Liang, T. H., & Chiu, C. H. (2013). Gender differences in the reading of e-books: Investigating children's attitudes, reading behaviors and outcomes. Journal of Educational Technology & Society, 16(4), 97—110.
	Huedo-Medina, T. B., Sánchez-Meca, J., Marin-Martinez, F., & Botella, J Assessing heterogeneity in meta-analysis: Q statistic or I² index? Psychological methods 2006 11 2 193 Huedo-Medina, T. B., Sánchez-Meca, J., Marin-Martinez, F., & Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q statistic or I² index?. Psychological methods, 11(2), 193. doi: 10.1037/1082-989X.11.2.193
	Kang, I., Choi, J. I., & Chang, K. Constructivist research in educational technology: A retrospective view and future prospects Asia Pacific Education Review 2007 8 3 397 412 Kang, I., Choi, J. I., & Chang, K. (2007). Constructivist research in educational technology: A retrospective view and future prospects. Asia Pacific Education Review, 8(3), 397—412.
	Kim, C., Park, S. W., & Cozart, J Affective and motivational factors of online math learning British Journal of Educational Technology 2014 45 1 171 185 Kim, C., Park, S. W., & Cozart, J. (2014). Affective and motivational factors of online math learning. British Journal of Educational Technology, 45(1), 171—185. doi: 10.1111/j.1467-8535.2012.01382.x
	Kmet, L. M., Lee, R. C., & Cook, L. C. (2011). Standard quality assessment criteria for evaluating primary research papers from a variety of fields. Canada: Alberta Heritage Foundation for Medical Research.
	Koong, C. S., & Wu, C. Y The applicability of interactive item templates in varied knowledge types Computers & Education 2011 56 3 781 801 Koong, C. S., & Wu, C. Y. (2011). The applicability of interactive item templates in varied knowledge types. Computers & Education, 56(3), 781—801.
	Kulik, J. A. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say. Arlington, VA: sri International.
	Kulik, J. A., Kulik, C. L. C., & Bangert-Drowns, R. L Effectiveness of computer-based education in elementary schools Computers in human behavior 1985 1 1 59 74 Kulik, J. A., Kulik, C. L. C., & Bangert-Drowns, R. L. (1985). Effectiveness of computer-based education in elementary schools. Computers in human behavior, 1(1), 59—74. doi: 10.1016/0747-5632(85)90007-X
	Lamb, R. L., Annetta, L., Firestone, J., & Etopio, E A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations Computers in Human Behavior 2018 80 158 167 Lamb, R. L., Annetta, L., Firestone, J., & Etopio, E. (2018). A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations. Computers in Human Behavior, 80, 158—167. doi: 10.1016/j.chb.2017.10.040
	Leonard, J., Davis, J. E., & Sidler, J. L Cultural relevance and computer-assisted instruction Journal of research on Technology in Education 2005 37 3 263 284 Leonard, J., Davis, J. E., & Sidler, J. L. (2005). Cultural relevance and computer-assisted instruction. Journal of research on Technology in Education, 37(3), 263—284. doi: 10.1080/15391523.2005.10782437
	Li, Q., & Ma, X A meta-analysis of the effects of computer technology on school students’ mathematics learning Educational Psychology Review 2010 22 3 215 243 Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215—243. doi: 10.1007/s10648-010-9125-8
	Lim, D. H., & Kim, H Motivation and learner characteristics affecting online learning and learning application Journal of Educational Technology Systems 2003 31 4 423 439 Lim, D. H., & Kim, H. (2003). Motivation and learner characteristics affecting online learning and learning application. Journal of Educational Technology Systems, 31(4), 423—439. doi: 10.2190/0LW0-KE8X-MDYH-X27F
	Lou, Y., Abrami, P. C., & d’Apollonia, S Small group and individual learning with technology: A meta-analysis Review of educational research 2001 71 3 449 521 Lou, Y., Abrami, P. C., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of educational research, 71(3), 449—521. doi: 10.3102/00346543071003449
	Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. Intelligent tutoring systems and learning outcomes: A meta-analysis Journal of educational psychology 2014 106 4 901 Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of educational psychology, 106(4), 901.
	Michaelowa, K Primary education quality in francophone Sub-Saharan Africa: Determinants of learning achievement and efficiency considerations World Development 2001 29 10 1699 1716 Michaelowa, K. (2001). Primary education quality in francophone Sub-Saharan Africa: Determinants of learning achievement and efficiency considerations. World Development, 29(10), 1699—1716. doi: 10.1016/S0305-750X(01)00061-4
	Moussa, N The importance of learning styles in education Institute for Learning Styles Journal 2014 1 2 19 27 Moussa, N. (2014). The importance of learning styles in education. Institute for Learning Styles Journal, 1(2), 19—27.
	Nattland, A., & Kerres, M. (2009). Computerbasierte Methoden im Unterricht. Karl-Heinz Arnold, Uwe Sandfuchs und Jürgen Wiechmann (Hg.): Handbuch Unterricht. Bad Heilbrunn: Klinkhardt (8423), 317−324.
	Niederhauser, D. S., & Stoddart, T Teachers’ instructional perspectives and use of educational software Teaching and teacher education 2001 17 1 15 31 Niederhauser, D. S., & Stoddart, T. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and teacher education, 17(1), 15—31. doi: 10.1016/S0742-051X(00)00036-6
	Oikonomou, V. L., & Patsala, P. (2021). The Integration of Educational Technologies in Foreign Language Education: Teacher Practices and Attitudes in Greece. In IT and the Development of Digital Skills and Competences in Education(pp. 253−275). IGI Global.
	Olaniran, B. A Culture, learning styles, and Web 2 0. Interactive Learning Environments 2009 17 4 261 271 Olaniran, B. A. (2009). Culture, learning styles, and Web 2. 0. Interactive Learning Environments, 17(4), 261—271. doi: 10.1080/10494820903195124
	Ozdemir, M., Sahin, C., Arcagok, S., & Demir, M. K The effect of augmented reality applications in the learning process: A meta-analysis study Eurasian Journal of Educational Research 2018 18 74 165 186 Ozdemir, M., Sahin, C., Arcagok, S., & Demir, M. K. (2018). The effect of augmented reality applications in the learning process: A meta-analysis study. Eurasian Journal of Educational Research, 18(74), 165—186.
	Parmaxi, A., & Zaphiris, P. (2014, June). The evolvement of constructionism: An overview of the literature. In International conference on learning and collaboration technologies (pp. 452−461). Springer, Cham.
	Popescu, E. (2008). Dynamic adaptive hypermedia systems for e-learning (Doctoral dissertation, Université de Technologie de Compiègne).
	Rosenthal, R The file drawer problem and tolerance for null results Psychological bulletin 1979 86 3 638 Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological bulletin, 86(3), 638. doi: 10.1037/0033-2909.86.3.638
	Sailer, M., Murböck, J., & Fischer, F. Digital learning in schools: What does it take beyond digital technology? Teaching and Teacher Education 2021 103 103346 Sailer, M., Murböck, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology?. Teaching and Teacher Education, 103, 103346.
	Säljö, R Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning Journal of computer assisted learning 2010 26 1 53 64 Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of computer assisted learning, 26(1), 53—64. doi: 10.1111/j.1365-2729.2009.00341.x
	Shashaani, L Gender-differences in computer experience and its influence on computer attitudes Journal of Educational Computing Research 1994 11 4 347 367 Shashaani, L. (1994). Gender-differences in computer experience and its influence on computer attitudes. Journal of Educational Computing Research, 11(4), 347—367. doi: 10.2190/64MD-HTKW-PDXV-RD62
	Short, M. N., & Uzochukwu, C. (2018). Mobile Technology Integration and Student Learning Outcomes. In Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning (pp. 178−196). IGI Global.
	Slechtova, P Attitudes of undergraduate students to the use of ICT in education Procedia-Social and Behavioral Sciences 2015 171 1128 1134 Slechtova, P. (2015). Attitudes of undergraduate students to the use of ICT in education. Procedia-Social and Behavioral Sciences, 171, 1128—1134. doi: 10.1016/j.sbspro.2015.01.218
	Smetana, L. K., & Bell, R. L. Computer simulations to support science instruction and learning: A critical review of the literature International Journal of Science Education 2012 34 9 1337 1370 Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337—1370.
	Soe, K., Koki, S., & Chang, J. M. (2000). Effect of Computer-Assisted Instruction (CAI) on Reading Achievement: A Meta-Analysis.
	Sprenger, D. A., & Schwaninger, A Technology acceptance of four digital learning technologies (classroom response system, classroom chat, e-lectures, and mobile virtual reality) after three months’ usage International Journal of Educational Technology in Higher Education 2021 18 1 1 17 Sprenger, D. A., & Schwaninger, A. (2021). Technology acceptance of four digital learning technologies (classroom response system, classroom chat, e-lectures, and mobile virtual reality) after three months’ usage. International Journal of Educational Technology in Higher Education, 18(1), 1—17. doi: 10.1186/s41239-020-00238-7
	Steenbergen-Hu, S., & Cooper, H A meta-analysis of the effectiveness of intelligent tutoring systems on college students' academic learning Journal of Educational Psychology 2014 106 2 331 347 Steenbergen-Hu, S., & Cooper, H. (2014). A meta-analysis of the effectiveness of intelligent tutoring systems on college students' academic learning. Journal of Educational Psychology, 106(2), 331—347. doi: 10.1037/a0034752
	Sung, Y. T., Chang, K. E., & Liu, T. C The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis Computers & Education 2016 94 252 275 Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252—275.
	Taber, K. S. (2017). The role of new educational technology in teaching and learning: A constructivist perspective on digital learning. In Handbook on digital learning for k-12 schools (pp. 397−412). Springer, Cham.
	Tingir, S., Cavlazoglu, B., Caliskan, O., Koklu, O., & Intepe‐Tingir, S Effects of mobile devices on K–12 students' achievement: A meta‐analysis Journal of Computer Assisted Learning 2017 33 4 355 369 Tingir, S., Cavlazoglu, B., Caliskan, O., Koklu, O., & Intepe‐Tingir, S. (2017). Effects of mobile devices on K–12 students' achievement: A meta‐analysis. Journal of Computer Assisted Learning, 33(4), 355—369. doi: 10.1111/jcal.12184
	Usher E. L. (2012) Self-Efficacy for Self-Regulated Learning. In: Seel N. M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA.
	Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M Computer gaming and interactive simulations for learning: A meta-analysis Journal of Educational Computing Research 2006 34 3 229 243 Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229—243. doi: 10.2190/FLHV-K4WA-WPVQ-H0YM
	Wikan, G., & Molster, T Norwegian secondary school teachers and ICT European Journal of Teacher Education 2011 34 2 209 218 Wikan, G., & Molster, T. (2011). Norwegian secondary school teachers and ICT. European Journal of Teacher Education, 34(2), 209—218. doi: 10.1080/02619768.2010.543671
	Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D A meta-analysis of the cognitive and motivational effects of serious games Journal of educational psychology 2013 105 2 249 Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of educational psychology, 105(2), 249. doi: 10.1037/a0031311
	Xu, Z., Wijekumar, K., Ramirez, G., Hu, X., & Irey, R The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis British Journal of Educational Technology 2019 50 6 3119 3137 Xu, Z., Wijekumar, K., Ramirez, G., Hu, X., & Irey, R. (2019). The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis. British Journal of Educational Technology, 50(6), 3119—3137. doi: 10.1111/bjet.12758

	k	g	95%CI	t	Level1 (%)	Level2 (%)	Level3 (%)	Homogeneity test
	k	g	95%CI	t	Level1 (%)	Level2 (%)	Level3 (%)	Q	p	I²(%)
学习动机	53	0.482	[0.286，0.678]	4.93***	7.54	0	92.46	381.25	<0.0001	86.4
学业成绩	115	0.479	[0.399，0.560]	11.82***	20.81	4.59	74.60	505.07	<0.0001	77.4

	intercept	95%CI	t	p	Nfs
学习动机	1.113	[?0.53，?2.76]	1.325	0.19	3525
学业成绩	1.073	[?0.21，?2.36]	1.635	0.10	8282

Parameter	Estimate	SE	T-value	P-value	95%CI for b	Q_E	I²
学习动机
女性（%）	Q_Model(1，k=17)=1.185，p=0.292
β₀	0.560	0.150	3.721	0.002	[0.242，0.877]	142.869***	0.90
β₁	0.923	0.847	1.089	0.292	[?0.865，2.710]	142.869***	0.90
男性（%）	Q_Model(1，k=17)=1.185，p=0.292
β₀	0.560	0.150	3.721	0.002	[0.242，0.877]	142.869***	0.90
β₁	?0.923	0.847	1.089	0.292	[?2.710，0.865]	142.869***	0.90
出版年份	Q_Model(1，k=51)=4.786*，p=0.033
β₀	0.485	0.094	5.150	<0.001	[0.296，0.674]	340.890***	0.92
β₁	0.038	0.018	2.188	0.033	[0.031，0.073]	340.890***	0.92
学业成绩
女性（%）	Q_Model(1，k=40)=10.097**，p=0.003
β₀	0.385	0.057	6.780	<0.001	[0.270，0.500]	118.282***	0.73
β₁	?1.290	0.406	?3.178	0.003	[?2.111，?0.470]	118.282***	0.73
男性（%）	Q_Model(1，k=40)=10.097**，p=0.003
β₀	0.385	0.057	6.780	<0.001	[0.270，0.500]	118.282***	0.73
β₁	1.290	0.406	?3.178	0.003	[0.470，2.111]	118.282***	0.73
出版年份	Q_Model(1，k=113)=0.006，p=0.937
β₀	0.480	0.041	11.769	<0.001	[0.399，0.560]	505.072***	0.80
β₁	0.001	0.008	0.079	0.937	[?0.016，0.017]	505.072***	0.80

[1]	刘淑君, 李艳, 何跃伟, 王婧婧. 智能作文反馈能提升中学写作教学效果吗？[J]. 华东师范大学学报(教育科学版), 2022, 40(9): 90-104.
[2]	李子建, 邱德峰. 反思教学的对称性[J]. 华东师范大学学报(教育科学版), 2022, 40(7): 27-37.
[3]	王占魁. 培养“教师—学者”：重温威廉•巴格莱的教师教育哲学[J]. 华东师范大学学报(教育科学版), 2022, 40(7): 48-57.
[4]	袁智斌, [美]罗博深. 数学教育的关键所在：探究阅读、计算推理、思辨交流、快乐学习——与美国国家奥数队总教练罗博深教授的对话[J]. 华东师范大学学报(教育科学版), 2022, 40(4): 117-126.
[5]	朱彩兰, 温昕, 沈书生. 中小学在线教学高绩效教师的特征分析——江苏省中小学在线教学调查研究报告之三[J]. 华东师范大学学报(教育科学版), 2022, 40(4): 43-60.
[6]	赵晓伟, 邵宏宇, 沈书生. 从应对危机到适应变化：不同类型校长在线教学领导行为特征分析——江苏省中小学在线教学调查研究报告之四[J]. 华东师范大学学报(教育科学版), 2022, 40(4): 61-76.
[7]	柏宏权, 王姣阳, 沈书生. 区域教育管理者对在线教学融入常态教学的意愿及其影响因素研究——江苏省中小学在线教学调查研究报告之五[J]. 华东师范大学学报(教育科学版), 2022, 40(4): 77-89.
[8]	严从根, 陈丹琴. 信息技术时代教学空间的隐私风险[J]. 华东师范大学学报(教育科学版), 2022, 40(3): 10-19.
[9]	朱晓宏, 王蒙. 教师教育大学化：反思与重构[J]. 华东师范大学学报(教育科学版), 2022, 40(3): 75-88.
[10]	雷万鹏, 马红梅. 基于学生成绩的教师教学质量及其经济价值[J]. 华东师范大学学报(教育科学版), 2022, 40(3): 89-98.
[11]	侯浩翔, 张先义, 王旦. 教育机器人可以提升学生创造力吗?——基于48项实验与准实验研究的Meta分析[J]. 华东师范大学学报(教育科学版), 2022, 40(3): 99-111.
[12]	张静. 智商与情商哪个对学习更重要？[J]. 华东师范大学学报(教育科学版), 2022, 40(11): 69-79.
[13]	姜怡. 高中生学习动机发展模态及其对学业成绩的影响[J]. 华东师范大学学报(教育科学版), 2022, 40(11): 80-91.
[14]	杨帆, 何雨璇, 夏之晨. 反思会持续改善教师的课堂行为吗？——基于对不同教学理念教师的追踪调查[J]. 华东师范大学学报(教育科学版), 2022, 40(10): 17-28.
[15]	刘喆. 什么是大学教师“教学学术能力”：内涵与发展路径[J]. 华东师范大学学报(教育科学版), 2022, 40(10): 54-64.