Literature Review of How Educational Technology Impacts Student Learning Outcomes
Restricted (Penn State Only)
- Author:
- Lim, Yejun
- Graduate Program:
- Educational Theory and Policy (MA)
- Degree:
- Master of Arts
- Document Type:
- Master Thesis
- Date of Defense:
- March 24, 2025
- Committee Members:
- Dana Mitra, Thesis Advisor/Co-Advisor
David Gamson, Committee Member
Soo-yong Byun, Professor in Charge/Director of Graduate Studies - Keywords:
- Educational Technology
Student Learning Outcomes
Digital Literacy
Technology Integration
TPACK Framework
Equity in Education - Abstract:
- Using academic achievement, student engagement, and skills as key dependent variables, this thesis systematically reviews the existing evidence on the effect of educational technologies on student learning outcomes. The main research problem deals with understanding the effects of various digital tools such as artificial intelligence (AI), gamification, virtual and augmented reality (VR/AR), or learning management systems (LMS) on learning outcomes and how they differ in different settings and disciplines. Using an extensive literature review, this paper synthesizes evidence available in the field including empirical studies, meta-analyses, as well as theoretical models to address the efficacy of the integration of technology in education. One of the major findings was that well-designed and well-implemented educational technology improves student engagement, personalizes learning, and helps students acquire skills, particularly in mathematics, literacy, and science. But the analysis also highlights major disparities in access when it comes to technology, and shows that failing infrastructure, digital divides and lack of teacher training can wash away potential benefits. Furthermore, challenges like overreliance on digital media, the availability of student data records, and shallow engagement present significant challenges that need to be solved. The study ultimately found that while Edtech has great potential to enhance education, it can only succeed if it meets the following conditions: it’s applied purposely, it ought to be supported by efforts related to digital literacy for teachers and students, all students should have equitable access to the technology and supportive environments need to be established. The recommendations again center on opportunities for additional teacher professional learning in promoting this type of strategic investment and upgraded digital infrastructure where pedagogy is weighted equally to technology in use to support equitable and meaningful use of technology for learning.