A systematic review of mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: A systematic review

Background Investment in mobile devices to support primary or elementary education is increasing and must be informed by robust evidence to demonstrate impact. This systematic review of randomised controlled trials sought to identify the overall impact of mobile devices to support literacy and numeracy outcomes in mainstream primary classrooms. Objectives The aim of this systematic review was to understand how mobile devices are used in primary/elementary education around the world, and in particular, determine how activities undertaken using mobile devices in the primary classroom might impact literacy and numeracy attainment for the pupils involved. Within this context, mobile devices are defined as tablets (including iPads and other branded devices), smartphones (usually those with a touchscreen interface and internet connectivity) and handheld games consoles (again usually with touchscreen and internet‐enabled). The interventions of interest were those aimed at improving literacy and/or numeracy for children aged 4–12 within the primary/elementary school (or equivalent) classroom. Specifically, the review aimed to answer the following research questions: ‐ What is the effect of mobile device integration in the primary school classroom on children's literacy and numeracy outcomes? ‐ Are there specific devices which are more effective in supporting literacy and numeracy? (Tablets, smartphones, or handheld games consoles) ‐ Are there specific classroom integration activities which moderate effectiveness in supporting literacy and numeracy? ‐ Are there specific groups of children for whom mobile devices are more effective in supporting literacy and numeracy? (Across age group and gender). ‐ Do the benefits of mobile devices for learning last for any time beyond the study? ‐ What is the quality of available evidence on the use of mobile devices in primary/elementary education, and where is further research needed in this regard? An Expert Advisory Group supported the review process at key stages to ensure relevance to current practice. Search Methods The search strategy was designed to retrieve both published and unpublished literature, and incorporated relevant journal and other databases with a focus on education and social sciences. Robust electronic database searches were undertaken (12 databases, including APA PsychInfo, Web of Science, ERIC, British Education Index and others, and relevant government and other websites), as well as a hand‐search of re