对技术相关因素对学生学业成绩的影响进行元分析
Metin Kuş1,2
1Physical Education and Sports Department, Faculty of Sport Sciences, Hitit University, Çorum, Türkiye.
Frontiers in psychology
|March 12, 2025
概括
学生使用智能手机,参与社交媒体和玩视频游戏都与学业表现有很小的负面联系. 这一元分析证实了技术.
科学领域:
- 教育心理学教育心理学
- 媒体心理学 媒体心理学
- 认知科学 认知科学
背景情况:
- 关于技术使用对学生学业成绩的影响存在不一致的发现.
- 智能手机成,社交媒体和视频游戏在学生中普遍存在.
研究的目的:
- 进行综合研究的元分析,对技术使用和学术成就进行综合研究.
- 为数字技术参与与学术成果之间的关系提供全面的研究.
主要方法:
- 包括63项研究,涉及来自28个国家的124,166名学生.
- 使用相关系数和随机效应模型进行分析.
- 使用Begg和Mazumdar的等级相关性测试来评估出版偏差.
主要成果:
- 在技术使用和学业成绩之间发现了一个小的,统计学上显著的负相关性.
- 增加智能手机,社交媒体和视频游戏的使用与较差的学业成绩相关.
- 效应大小 (d = -0.085) 表示小但持续的负面影响.
结论:
- 与智能手机,社交媒体和视频游戏的更高参与度与学业成功的减少有关.
- 这些技术可能会对学习至关重要的认知技能产生负面影响.
- 这些发现对教育心理学有影响,并突出了未来研究的领域.
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