Impact of Information and Communication Technology on Student Achievement
Summary
Information and Communication Technology (ICT) has become omnipresent in education, reshaping pedagogical practices and influencing student achievement across varied socio-economic and cultural contexts. Recent research reviews and large-scale assessments reveal a complex interplay between ICT access, frequency and purpose of use, learners’ attitudes and competence with digital tools. Moderate levels of ICT engagement—rather than minimal or excessive use—consistently correlate with enhanced performance in reading, mathematics and science. Schools that integrate digital resources effectively can compensate for home-based digital inequality, narrowing achievement gaps. Conversely, unstructured or predominantly recreational ICT use without academic scaffolding has been associated with declines in targeted learning outcomes. Beyond resource availability, students’ digital literacy, autonomy and interest shape their capacity to use technology as a cognitive tool, supporting self-regulated learning and deeper comprehension. Policymakers and educators are thus encouraged to foster balanced ICT integration, invest in teacher professional development and design curricula that leverage technology to personalise instruction, strengthen collaborative learning and develop critical thinking. As national and international assessments evolve to include computer-based modalities, ongoing evaluation of ICT’s impact is vital for ensuring equitable and effective educational practices worldwide.
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Impact of Information and Communication Technology on Student Achievement publication trend
The graph below shows the total number of articles in impact of information and communication technology on student achievement across all publications each year (not limited to Nature Index journals).
Technical terms
Information and Communication Technology (ICT): Digital tools and networks used to store, retrieve, transmit and manipulate information in educational settings.
Digital divide: The gap between individuals or communities with differing levels of access to and proficiency with ICT resources.
Multilevel modelling: A statistical technique for analysing data structured at more than one hierarchical level, such as students nested within schools.
Programme for International Student Assessment (PISA): An international survey that evaluates 15-year-olds’ competencies in reading, mathematics and science, often using computer-based assessments.
References
- Everything in moderation: ICT and reading performance of Dutch 15-year-olds. Large-scale Assessments in Education (2020).
- Digital inequality at home. The school as compensatory agent. Computers & Education (2021).
- ICT Use, Digital Skills and Students’ Academic Performance: Exploring the Digital Divide. Information (2022).
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