Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing

Resource type
Journal Article
Authors/contributors
Title
Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing
Abstract
The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.
Publication
Economics of Education Review
Volume
47
Pages
34-48
Date
August 1, 2015
Journal Abbr
Economics of Education Review
Language
en
ISSN
0272-7757
Short Title
Does computer-assisted learning improve learning outcomes?
Accessed
31/08/2020, 00:14
Library Catalogue
ScienceDirect
Citation
Lai, F., Luo, R., Zhang, L., Huang, X., & Rozelle, S. (2015). Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing. Economics of Education Review, 47, 34–48. https://doi.org/10.1016/j.econedurev.2015.03.005