The use of touch devices for enhancing academic achievement: A meta-analysis

Shawna M. Petersen-Brown, Erin E.C. Henze, David A. Klingbeil, Jennifer L. Reynolds, Rachel C. Weber, Robin S. Codding

Research output: Contribution to journalArticlepeer-review

17 Scopus citations


Touch devices such as tablets and smartphones are widely adopted in educational settings and have many desirable features. However, research supporting the use of touch devices to improve academic achievement is emergent and has not been evaluated through a meta-analysis. We conducted a meta-analysis of 65 group and single case design research studies, published 2010–2018, to evaluate the effects of touch device implementation on academic achievement. The overall mean effect sizes were moderate for group design and single case design studies. Participant, intervention, and study attributes were also evaluated to describe the research and how these attributes may moderate the results. Overall, results suggest that touch devices may be an effective tool for enhancing academic achievement. The need to conduct additional, rigorous research on the use of touch devices as well as implications for researchers and practitioners are discussed.

Original languageEnglish (US)
Pages (from-to)1187-1206
Number of pages20
JournalPsychology in the Schools
Issue number7
StatePublished - Jul 2019
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2019 Wiley Periodicals, Inc.


  • academic intervention
  • iPad
  • meta-analysis
  • technology


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