The effectiveness of technical-supported collaboration in promoting students’ learning outcomes: a meta-analysis based on empirical literature
Year: 2025
Type: review
Study designs: Systematic Review, Meta-Analysis
Abstract: In the intelligent era, technology-supported collaboration has emerged as a vital educational approach, widely implemented in educational practice. However, the extent to which technology-supported collaboration enhances students’ learning outcomes remains uncertain. This paper employs meta-analysis methods to quantitatively analyze 48 empirical articles published over the past decade. The aim is to determine the effectiveness of technology-supported collaboration in improving students’ learning outcomes and the extent of its impact. The findings indicate that: (1) Technology-supported collaboration can enhance student learning outcomes to a certain extent, with an overall effect size at the upper-middle significant level (ES = 0.71, z = 14.36, P < 0.01, 95% CI [0.61, 0.80]); (2) Regarding learning outcome dimensions, technology-supported collaboration significantly impacts students’ academic achievement (ES = 0.80, z = 11.34, P < 0.01, 95% CI [0.66, 0.94]), while its impact on learning participation (ES = 0.67, Z = 6.82, P < 0.01, 95% CI [0.48, 0.87]) and learning attitude (ES = 0.52, z = 5.86, P < 0.01, 95% CI [0.35, 0.69]) is moderate; and (3) Group size (Chi2 = 14.07, P < 0.05), intervention duration (Chi2 = 13.83, P < 0.01), and subject area (Chi2 = 25.43, P < 0.05) all positively influence learning outcomes and are significant moderating factors. Based on these findings, recommendations for future academic research and teaching practice are provided to better enhance students’ learning outcomes within the context of technology-supported collaboration.
Authors: Enwei Xu, Xuezhen Feng, Kewei Ning, Yuan Wang, Li Zhou, Huanhuan Li
Institution: Xinjiang Normal University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,890
OpenAlex ID: W4414556247