Abstract

Several research studies estimate the impact of the Technology Enhanced Learning (TEL) environments in education around 0.25 to 0.35 effect sizes. Therefore, the natural question which arises is: This is better or worse than non-ICT educational interventions? To response this question, our research proposes: 1) defining when a research study provides enough scientific evidence about the reliability of these results, 2) Selecting a sample of studies about (TEL based and not) educational interventions fulfilling those criteria, 3) using this sample, to estimate how the effectiveness of those educational interventions have evolved in the last 30 years, and which factors could explain some differences in impact. To perform these analyses, we will use meta-analysis techniques such as cumulative plots and publication bias adjustments. We will use the results obtained to model how policy-makers can choose between several options of educational programmes to implement, based on scientific evidence and explicit criteria such as cost-effectiveness, social and gender equity and coverage.