Long term effects on technology enhanced learning: The use of weekly digital lessons in mathematics

Einari Kurvinen, Erkki Kaila, Mikko-Jussi Laakso, Tapio Salakoski

Research output: Contribution to journalArticleScientificpeer-review


In this study we investigate the effects of long-term technology enhanced learning (TEL) in mathematics learning performance and fluency, and how technology enhanced learning can be integrated into regular curriculum. The study was conducted in five second grade classes. Two of the classes formed a treatment group and the remaining three formed a control group. The treatment group used TEL in one mathematics lesson per week for 18 to 24 months. Other lessons were not changed. The difference in learning performance between the groups tested using a post-test; for that, we used a mathematics performance test and a mathematics fluency test. The results showed that the treatment group using TEL got statistically significantly higher learning performance results compared to the control group. The difference in arithmetic fluency was not statistically significant even though there was a small difference in favor of the treatment group. However, the difference in errors made in the fluency test was statistically significant in favor of the treatment group.

Original languageEnglish
JournalInformatics in Education
Issue number1
Pages (from-to)51-75
Number of pages25
Publication statusPublished - Mar 2020
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • elementary education
  • interactive learning environments
  • improving classroom teaching
  • technology enhanced learning

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