Published in the Journal of Educational Psychology, Martin Hassler and colleagues carried out a randomised controlled trial or of a mathematics intervention on tablets (iPads).
The trial involved 283 low-performing second graders (Year 3) spread across 27 urban schools in Sweden. The children were randomised to four groups:
- A maths intervention called Chasing Planets, consisting of 261 planets on a space map, each with a unique maths exercise (addition or subtraction up to 12). Pupils practised for 20 minutes a day.
- The maths intervention combined with working memory training, where pupils spent an additional 10 minutes each day on working memory tasks.
- A placebo group who practised mostly reading tasks on the tablet (again for 20 minutes each day), including Chasing Planets-Reading, which had a similar format to the maths intervention.
- A control group who received no intervention, not even on improving their skills on the tablets.
The intervention lasted for around 20 weeks, with children completing nine measures at pre- and post-test, and then after six and 12 months.
Both maths conditions scored significantly higher (effect size = +0.53–0.67) than the control and placebo groups on the post-test of basic arithmetic, but not on measures of arithmetic transfer or problem solving. There was no additional benefit of the working memory training. The effects faded at the six-month follow-up (effect size = +0.18–0.28) and even more so after 12 months (effect size = +0.03–0.13).
IQ was a significant moderator of direct and long-term effects, such that children with lower IQ benefited more than higher IQ pupils. Socioeconomic factors did not moderate outcomes.
Source: Short and long-term effects of a mathematics tablet intervention for low performing second graders (November 2018), Journal of Educational Psychology, Vol 110(8)