Evaluating technology enhanced learning by using single‐case experimental design
A systematic review
Bibliographic Data
| ID | 21297740 |
|---|---|
| Authors | Nadira Dayo (0000-0002-6084-514X, Faculty of Psychology and Educational Sciences and ITEC, an imec Research Group KU Leuven Leuven Belgium), Sameh Said‐metwaly (0000-0002-4243-8700, Faculty of Psychology and Educational Sciences and ITEC, an imec Research Group KU Leuven Leuven Belgium), Wim Van Den Noortgate (0000-0003-4011-219X, Faculty of Psychology and Educational Sciences and ITEC, an imec Research Group KU Leuven Leuven Belgium) |
| Year | 2024 |
| Volume | 55 |
| Issue | 6 |
| Pages | 2457-2477 |
| Publication date | 2024-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13468 |
| Language | EN |
| Citations received | 3 |
| References cited | 72 |
Single‐case experimental designs (SCEDs) may offer a reliable and internally valid way to evaluate technology‐enhanced learning (TEL). A systematic review was conducted to provide an overview of what, why and how SCEDs are used to evaluate TEL. Accordingly, 136 studies from nine databases fulfilling the inclusion criteria were included. The results showed that most of the studies were conducted in the field of special education focusing on evaluating the effectiveness of computer‐assisted instructions, video prompts and mobile devices to improve language and communication, socio‐emotional, skills and mental health. The research objective of most studies was to evaluate the effects of the intervention; often no specific justification for using SCED was provided. Additionally, multiple baseline and phase designs were the most common SCED types, with most measurements in the intervention phase. Frequent data collection methods were observation, tests, questionnaires and task analysis, whereas, visual and descriptive analysis were common methods for data analysis. Nearly half of the studies did not acknowledge any limitations, while a few mentioned generalization and small sample size as limitations. The review provides valuable insights into utilizing SCEDs to advance TEL evaluation methodology and concludes with a reflection on further opportunities that SCEDs can offer for evaluating TEL. Practitioner notes
The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
Single-case experimental designs
Students’ Academic Use of Mobile Technology and Higher-Order Thinking Skills
The Three-Level Synthesis of Standardized Single-Subject Experimental Data
Comparing Visual and Statistical Analysis in Single-Case Studies Using Published Studies
The promise of mobile technologies and single case designs for the study of individuals in their natural environment
ICT Adoption Impact on Students' Academic Performance
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |