How Are Educational Technologies Evaluated for Elementary Students’ Math and Literacy Learning: A Systematic Review

The use of educational technology (EdTech) has grown rapidly, yet there remains a lack of synthesized evidence on how EdTech tools are evaluated for math and literacy learning. This study conducted a systematic review of how EdTech has been evaluated in K-8 education, based on 44 peer-reviewed studies published between 2013 and 2024. It explored key dimensions, including study methodology (e.g., design), technological features (e.g., device types), evaluation aspects (e.g., user experience), assessment tools (e.g., surveys), and math and literacy learning outcomes (e.g., counting, vocabulary). The analysis showed that majority of the studies employed quasi-experimental designs (57%), pre-posttest designs (66%), and featured medium sample sizes (55%). Twelve distinct EdTech platforms were identified, with educational games most common in math and web-based applications in literacy. Tablets and iPads were the most frequently used devices, and feedback was the most frequent educational feature. Performance assessments, particularly pre-posttests, were used in most studies (86%), and nearly half relied on platform-generated data (41%). Outcome measures focused largely on basic math skills and reading comprehension, with limited focus on integrated math and literacy learning outcomes. These findings provide a structured lens for evaluating EdTech in elementary education, therefore, guiding the creation of more comprehensive and effective methods.