DIGITALDIGITAL-BASED INTERVENTIONS TARGETING SCHOOL FAILURE: A SYSTEMATIC REVIEW
1 CODEVISION (PORTUGAL)
2 Universidade Católica Portuguesa, Faculty of Philosophy and Social Sciences, Centre for Philosophical and Humanistic Studies, Portugal (PORTUGAL)
3 Centro de Solidariedade de Braga/Projecto Homem, Braga; Laboratório de Neuropsicofisiologia; FPCE, Univ Porto; Univ. Fernando Pessoa (PORTUGAL)
2 Universidade Católica Portuguesa, Faculty of Philosophy and Social Sciences, Centre for Philosophical and Humanistic Studies, Portugal (PORTUGAL)
3 Centro de Solidariedade de Braga/Projecto Homem, Braga; Laboratório de Neuropsicofisiologia; FPCE, Univ Porto; Univ. Fernando Pessoa (PORTUGAL)
About this paper:
Appears in: ICERI2022 Proceedings
Publication year: 2022
Pages: 7609-7614
ISBN: 978-84-09-45476-1
ISSN: 2340-1095
doi: 10.21125/iceri.2022.1943
Publication year: 2022
Pages: 7609-7614
ISBN: 978-84-09-45476-1
ISSN: 2340-1095
doi: 10.21125/iceri.2022.1943
Conference name: 15th annual International Conference of Education, Research and Innovation
Dates: 7-9 November, 2022
Location: Seville, Spain
Dates: 7-9 November, 2022
Location: Seville, Spain
Abstract:
Background:Within the current scientific and technological development, new opportunities and resources were made available to educational innovation. Researchers have been exploring the impact of digital platforms and resources on education.
Aims & Objectives:
In this regard, the goal of this study is to present a systematic review of digital-based interventions targeting school failure.
Patients / Materials & Methods:
For this purpose, based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, Web of Science, Ebsco and Pubmed were searched up to April 4, 2022.
Results:
A total of 260 studies published between 1974 and 2022 were identified. After records screening, eight full-text articles were assessed for eligibility. Moreover, one study was included through references’ “back-tracking” revision of all eligible studies. Of these nine articles, three met the selection criteria:
(i) ages between 10 and 18 years,
(ii) intervention program,
(iii) digital-based intervention,
(iv) school failure or underachievement.
Two studies evaluated a working memory intervention using a digital strategy among children with idiopathic generalized epilepsy, and one explored a computer-assisted personal development program for high school students with disabilities.
Data suggests that:
(i) there is a clear lack of digital-based interventions for school failure or underachievement;
(ii) and in, particular, amongst middle school students;
(iii) of the existing interventions, the majority pertain to specific groups with a high risk for school failure, consistent with the findings of the present systematic review;
(iv) nonetheless, the three interventions selected for this study appears to be beneficial for the students targeted in each program.
Discussion & Conclusion:
This systematic review updates the evidence in this topic and highlights the need to develop tailored digital strategies to prevent academic failure amongst youth.