@article{bhutoria_patterns_2022, title = {Patterns of cognitive returns to {Information} and {Communication} {Technology} ({ICT}) use of 15-year-olds: {Global} evidence from a {Hierarchical} {Linear} {Modeling} approach using {PISA} 2018}, volume = {181}, issn = {0360-1315}, shorttitle = {Patterns of cognitive returns to {Information} and {Communication} {Technology} ({ICT}) use of 15-year-olds}, url = {https://www.sciencedirect.com/science/article/pii/S0360131522000185}, doi = {10.1016/j.compedu.2022.104447}, abstract = {Existing literature shows varying impacts of Information and Communication Technology (ICT) on learning outcomes depending on the type and quality of technology used. However, current research on the optimal level of ICT use for the cognitive development of students is scarce and has remained country-specific, primarily focusing on developed economies. This paper undertakes a cross-country comparison across 79 nations, investigating ICT use and its association with cognitive gain patterns as determined by reading, mathematics, and science test scores of 15-year-olds. The Programme for International Student Assessment (PISA) 2018 dataset collected by the Organisation of Economic Cooperation and Development (OECD) has been used by applying two-stage regression analysis. The first stage involves a three-level Hierarchical Linear Modeling (HLM) factoring for data nested at the student-, school-, and country-level. The second stage of the empirical model involves a heterogeneity analysis to evaluate variance in ICT use patterns across different groups of countries, clustered on the basis of their level of ICT development. The results show a positive impact of ICT engagement on the test scores of students across all the subjects. However, returns to ICT use tend to start diminishing after the engagement level of students crosses a medium threshold of using ICT several times within a week. Furthermore, the heterogeneity analysis supports conspicuous diminishing patterns in ICT use irrespective of the economic status of the students. Cross-country comparisons show that diminishing returns to ICT use are more prominent in countries with well-developed ICT infrastructure than in less-developed ones. Where diminishing returns hold, excessive use of ICT in education is not an optimal choice, and significant cognitive gains can be achieved by using the complementarity between traditional learning techniques with ICT-based learning in different blended settings.}, language = {en}, urldate = {2022-04-15}, journal = {Computers \& Education}, author = {Bhutoria, Aditi and Aljabri, Nayyaf}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2022.104447 2129771:ETM3LPH2 2129771:QZSRV7RA 2129771:RPJ6C8FM}, keywords = {Concave returns, Hierarchical linear modeling (HLM), Information and communication technology (ICT), Organisation of economic cooperation and development (OECD), Programme for international student assessment (PISA), \_genre:PR-primary\_research}, pages = {104447}, } @article{aljabri_access_2020, title = {Access to educational technology and its implications on learning outcomes of 15-year olds in {Saudi} {Arabia} empirical evidence from {OECD} {PISA} 2018 in the context of {COVID}-19}, volume = {6}, number = {1}, journal = {Journal of Educational Science}, author = {Aljabri, Nayyaf and Bhutoria, Aditi}, year = {2020}, keywords = {⛔ No DOI found}, pages = {367--400}, } @article{bhutoria_managerial_2022, title = {Managerial practices and school efficiency: a data envelopment analysis across {OECD} and {MENA} countries using {TIMSS} 2019 data}, volume = {10}, shorttitle = {Managerial practices and school efficiency}, doi = {10.1186/s40536-022-00147-3}, number = {1}, journal = {Large-scale Assessments in Education}, author = {Bhutoria, Aditi and Aljabri, Nayyaf}, year = {2022}, note = {Publisher: Springer}, pages = {1--25}, }