Exploring the effects of digital technology on deep learning: a meta-analysis

Abstract The impact of digital technology on learning outcomes, specifically deep learning, has been a subject of considerable debate and scrutiny in educational settings. This study aims to provide clarity by conducting a meta-analysis of empirical publications that examine students' deep learning outcomes in relation to digital technology. A comprehensive search of databases and a thorough literature review yielded 60 high-quality, peer-reviewed journal articles that met the inclusion criteria. Using Review Manager 5.4.1 software, a meta-analysis was conducted to assess the overall effectiveness of digital technology. The calculated effect size indicates a positive influence of digital technology on students' deep learning outcomes. Furthermore, a moderator variable analysis revealed several significant findings: 1. Different categories of digital technology tools have a favorable impact on deep learning outcomes; 2. The duration of digital technology treatment does not significantly affect deep learning outcomes; 3. Digital technology demonstrates a highly positive influence on deep learning within the humanities and social sciences disciplines; 4. Combining online and offline utilization of digital technology in education leads to a substantially greater enhancement in deep learning compared to relying solely on online methods; 5. The effectiveness of digital technology on deep learning is enhanced when accompanied by appropriate instructional guidance; 6. Utilizing digital technology in a systematic manner produces different outcomes compared to fragmented approaches, highlighting the importance of a cohesive implementation; 7. Integrating digital technology with collaborative learning has a more pronounced effect on deep learning compared to independent learning. These findings contribute to our understanding of the impact of digital technology on deep learning outcomes and underscore the importance of thoughtful integration and instructional support in educational contexts.