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Isolating the “Tech” from EdTech: Experimental Evidence on Computer-Assisted Learning in China

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  • Yue Ma
  • Robert Fairlie
  • Prashant Loyalka
  • Scott Rozelle

Abstract

EdTech, which includes computer-assisted learning (CAL), online education, and remote instruction, was expanding rapidly even before the COVID-19 pandemic. Studies of CAL interventions often find positive effects; however, these “CAL programs” often include non-technology-based inputs such as more time spent on learning and additional instructional support by facilitators. In this paper, we discuss the possible channels by which CAL programs affect academic outcomes among schoolchildren. We isolate the technology-based effects of CAL from the total program effects by designing and performing a novel multitreatment field experiment in rural China. For the full sample, we find null effects for both the total CAL program and the technology-based effects of CAL on math test scores. For boys, however, we find a positive and statistically significant effect of the CAL program but do not find evidence of a positive effect for the technology-based effect of CAL. When focusing on grades, we find evidence of positive CAL program effects but find null effects when we isolate the technology-based effects of CAL. Our empirical results suggest that the “Tech” in EdTech may have relatively small additional effects on academic outcomes, yet tech programs can substitute at least to a certain extent for traditional learning.

Suggested Citation

  • Yue Ma & Robert Fairlie & Prashant Loyalka & Scott Rozelle, 2024. "Isolating the “Tech” from EdTech: Experimental Evidence on Computer-Assisted Learning in China," Economic Development and Cultural Change, University of Chicago Press, vol. 72(4), pages 1923-1962.
  • Handle: RePEc:ucp:ecdecc:doi:10.1086/726064
    DOI: 10.1086/726064
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    2. Regina Pleninger & Dana Vorisek & Shu Yu & Gaurav Nayyar, 2024. "Digitalization and Inclusive Growth : A Review of the Evidence," Policy Research Working Paper Series 10941, The World Bank.
    3. Bin Tang & Te-Tien Ting & Chyi-In Wu & Yue Ma & Di Mo & Wei-Ting Hung & Scott Rozelle, 2020. "The Impact of Online Computer Assisted Learning at Home for Disadvantaged Children in Taiwan: Evidence from a Randomized Experiment," Sustainability, MDPI, vol. 12(23), pages 1-16, December.
    4. Lafortune, Jeanne & Pugatch, Todd & Tessada, José & Ubfal, Diego, 2024. "Can gamified online training make high school students more entrepreneurial? Experimental evidence from Rwanda," Economics of Education Review, Elsevier, vol. 101(C).
    5. Tianli Feng & Xiyuan Jia & Lucy Pappas & Xiaojun Zheng & Teresa Shao & Letao Sun & Charlie Weisberg & Madeline Lu Li & Scott Rozelle & Yue Ma, 2022. "Academic Performance and the Link with Depressive Symptoms among Rural Han and Minority Chinese Adolescents," IJERPH, MDPI, vol. 19(10), pages 1-20, May.

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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development

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