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<p>Integrating information and communication technologies (ICTs) in science education has attracted significant attention in recent decades. Although existing meta-analyses have confirmed the effectiveness of using ICTs in science education, systematic evaluations specifically examining ICT-assisted experiments remain scarce. Given the variety of forms that ICT integration can take, such as learning management systems, digital content displays, and others, a focused assessment of its effectiveness as an experimental tool is needed to provide targeted guidance for future designs. Accordingly, this meta-analysis investigated how ICT-assisted experiments affect students’ performance in physics education compared to traditional experiments and explored the effects of potential moderating variables on overall outcomes as well as on cognitive, affective, and skill dimensions separately. Based on 27 peer-reviewed empirical publications involving 2839 students, the results confirm the advantages of ICT-assisted experiments, showing a moderate overall effect size (<i>g</i> = 0.463), small effects on cognitive and affective outcomes (<i>g</i> = 0.357 and <i>g</i> = 0.302, respectively), and a moderate effect on skills (<i>g</i> = 0.511). Moderator analysis further revealed that overall and cognitive effectiveness were significantly influenced by learning content, while affective outcomes were influenced by educational level, intervention span, and experiment type. Skill outcomes, on the other hand, were affected by intervention span and learning content. By considering variables related to research design and implementation features, this study offered evidence-based guidance to help researchers design, develop, and implement ICT-assisted science experiments targeted to specific educational objectives.</p>

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How is the Impact of ICT-Assisted Experiments on Students’ Physics Learning: a Meta-analysis of K-12 Research

  • 期刊论文

  • 发表日期：

    2025年11月4日

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  • Leyao Jiang,
  • Yun Sun,
  • Xinyu Zhang,
  • Feifei Liu,
  • Wei Zhuang,
  • Youwei Yang,
  • Jiawei Song

摘要

Integrating information and communication technologies (ICTs) in science education has attracted significant attention in recent decades. Although existing meta-analyses have confirmed the effectiveness of using ICTs in science education, systematic evaluations specifically examining ICT-assisted experiments remain scarce. Given the variety of forms that ICT integration can take, such as learning management systems, digital content displays, and others, a focused assessment of its effectiveness as an experimental tool is needed to provide targeted guidance for future designs. Accordingly, this meta-analysis investigated how ICT-assisted experiments affect students’ performance in physics education compared to traditional experiments and explored the effects of potential moderating variables on overall outcomes as well as on cognitive, affective, and skill dimensions separately. Based on 27 peer-reviewed empirical publications involving 2839 students, the results confirm the advantages of ICT-assisted experiments, showing a moderate overall effect size (g = 0.463), small effects on cognitive and affective outcomes (g = 0.357 and g = 0.302, respectively), and a moderate effect on skills (g = 0.511). Moderator analysis further revealed that overall and cognitive effectiveness were significantly influenced by learning content, while affective outcomes were influenced by educational level, intervention span, and experiment type. Skill outcomes, on the other hand, were affected by intervention span and learning content. By considering variables related to research design and implementation features, this study offered evidence-based guidance to help researchers design, develop, and implement ICT-assisted science experiments targeted to specific educational objectives.