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<p>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, <i>z</i> = 14.36, <i>P</i> &lt; 0.01, 95% CI [0.61, 0.80]); (2) Regarding learning outcome dimensions, technology-supported collaboration significantly impacts students’ academic achievement (ES = 0.80, <i>z</i> = 11.34, <i>P</i> &lt; 0.01, 95% CI [0.66, 0.94]), while its impact on learning participation (ES = 0.67, <i>Z</i> = 6.82, <i>P</i> &lt; 0.01, 95% CI [0.48, 0.87]) and learning attitude (ES = 0.52, <i>z</i> = 5.86, <i>P</i> &lt; 0.01, 95% CI [0.35, 0.69]) is moderate; and (3) Group size (Chi2 = 14.07, <i>P</i> &lt; 0.05), intervention duration (Chi2 = 13.83, <i>P</i> &lt; 0.01), and subject area (Chi2 = 25.43, <i>P</i> &lt; 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.</p>

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The effectiveness of technical-supported collaboration in promoting students’ learning outcomes: a meta-analysis based on empirical literature

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月26日

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  • Enwei Xu,
  • Xuezhen Feng,
  • Kewei Ning,
  • Yuan Wang,
  • Li Zhou,
  • Huanhuan Li

摘要

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.