Technology-supported cross-cultural learning (TSCCL) is essential for effective intercultural communication. However, very few meta-analytical studies have been conducted on technology in this field to understand its effectiveness on Cross-Cultural learning. This meta-analysis was conducted to systematically synthesize the findings from recent studies published between 2020 and 2025 to establish the effects of TSCCL on learning effectiveness. 21 studies with 39 effect sizes that met all the inclusive criteria were included in the meta-analysis to extract effect size statistics. The pooled effect size, Hedges’ g, was calculated using the “metafor” package in R (v4.5.2). Given the heterogeneity of effect sizes, a random effect model was estimated to examine all the associations between the effectiveness of TSCCL and moderator variables. The pooled effect-size estimates were 0.64 for cross-cultural knowledge gains, 1.15 for skills gains, and 0.68 for attitudes gains, indicating that TSCCL has a large effect on learners’ cross-cultural skills gains and a medium effect on knowledge and attitudes. The moderator analysis results suggested that the intervention type is a significant moderating factor that impacts learning effectiveness. The findings of this meta-analysis study demonstrated how technologies can be utilized in cross-cultural learning and the effectiveness of TSCCL.
Xiao et al. (Sat,) studied this question.
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