Compensating the socioeconomic achievement gap with computer‐assisted instruction
Johann Chevalère
(1)
,
Loreleï Cazenave
(1)
,
Mickaël Berthon
(1)
,
Ruben Martinez
(2)
,
Vincent Mazenod
(2)
,
Marie-Claude Borion
(1, 3)
,
Delphine Pailler
(3)
,
Nicolas Rocher
(3)
,
Rémi Cadet
(4, 5)
,
Catherine Lenne
(6, 7)
,
Norbert Maïonchi-Pino
(1)
,
Pascal Huguet
(1)
1
LAPSCO -
Laboratoire de Psychologie Sociale et Cognitive
2 LIMOS - Laboratoire d'Informatique, de Modélisation et d'Optimisation des Systèmes
3 Rectorat de l'Académie de Clermont-Ferrand
4 ACTé - Activité, Connaissance, Transmission, éducation
5 MPSA - Maison pour la Science/Auvergne
6 MPSA - Maison pour la Science/Auvergne
7 PIAF - Laboratoire de Physique et Physiologie Intégratives de l’Arbre en environnement Fluctuant
2 LIMOS - Laboratoire d'Informatique, de Modélisation et d'Optimisation des Systèmes
3 Rectorat de l'Académie de Clermont-Ferrand
4 ACTé - Activité, Connaissance, Transmission, éducation
5 MPSA - Maison pour la Science/Auvergne
6 MPSA - Maison pour la Science/Auvergne
7 PIAF - Laboratoire de Physique et Physiologie Intégratives de l’Arbre en environnement Fluctuant
Johann Chevalère
- Fonction : Auteur
- PersonId : 803162
- ORCID : 0000-0002-6380-3615
Vincent Mazenod
- Fonction : Auteur
- PersonId : 12817
- IdHAL : vincent-mazenod
- ORCID : 0000-0002-8569-929X
- IdRef : 253121531
Delphine Pailler
- Fonction : Auteur
- PersonId : 814433
- ORCID : 0000-0003-0019-9040
Rémi Cadet
- Fonction : Auteur
- PersonId : 19635
- IdHAL : remi-cadet
Norbert Maïonchi-Pino
- Fonction : Auteur
- PersonId : 1144032
- IdHAL : norbert-maionchi-pino
Pascal Huguet
- Fonction : Auteur
- PersonId : 182791
- IdHAL : pascal-huguet
- ORCID : 0000-0002-0707-7655
- IdRef : 034318577
Résumé
Background
As educational digital technologies are increasingly being used in schools, past research left unanswered the question of these technologies' impact on the socioeconomic achievement gap even when equal access is guaranteed.
Objectives
The objectives of the present study are to examine whether and how the socioeconomic achievement gap can be reduced through the use of computer-assisted instruction (CAI).
Methods
We addressed this issue experimentally by comparing CAI to conventional teacher-led classroom instruction with more than 800 middle and high school students from disadvantaged and highly privileged socioeconomic backgrounds in a range of topics.
Results and Conclusions
Both disadvantaged and highly privileged students taught with CAI outperformed those taught with conventional instruction, thus maintaining the socioeconomic achievement gap constant. However, we also found that disadvantaged students receiving CAI performed as well as highly privileged students receiving conventional teacher-led instruction.
Takeaways
The positive effects associated with CAI may therefore help compensate the difficulties of students with a disadvantaged background, a still neglected possibility.
Format du dépôt | Fichier |
---|---|
Type de dépôt | Article dans une revue |
Titre |
en
Compensating the socioeconomic achievement gap with computer‐assisted instruction
|
Résumé |
en
Background
As educational digital technologies are increasingly being used in schools, past research left unanswered the question of these technologies' impact on the socioeconomic achievement gap even when equal access is guaranteed.
Objectives
The objectives of the present study are to examine whether and how the socioeconomic achievement gap can be reduced through the use of computer-assisted instruction (CAI).
Methods
We addressed this issue experimentally by comparing CAI to conventional teacher-led classroom instruction with more than 800 middle and high school students from disadvantaged and highly privileged socioeconomic backgrounds in a range of topics.
Results and Conclusions
Both disadvantaged and highly privileged students taught with CAI outperformed those taught with conventional instruction, thus maintaining the socioeconomic achievement gap constant. However, we also found that disadvantaged students receiving CAI performed as well as highly privileged students receiving conventional teacher-led instruction.
Takeaways
The positive effects associated with CAI may therefore help compensate the difficulties of students with a disadvantaged background, a still neglected possibility.
|
Auteur(s) |
Johann Chevalère
1
, Loreleï Cazenave
1
, Mickaël Berthon
1
, Ruben Martinez
2
, Vincent Mazenod
2
, Marie-Claude Borion
1, 3
, Delphine Pailler
3
, Nicolas Rocher
3
, Rémi Cadet
4, 5
, Catherine Lenne
6, 7
, Norbert Maïonchi-Pino
1
, Pascal Huguet
1
1
LAPSCO -
Laboratoire de Psychologie Sociale et Cognitive
( 1063675 )
- UFR Psychologie - Bâtiment Paul Collomb, 34 Avenue Carnot, 63001 Clermont-Ferrand
- France
2
LIMOS -
Laboratoire d'Informatique, de Modélisation et d'Optimisation des Systèmes
( 1063677 )
- Campus Universitaire des Cézeaux, 1 rue de la Chebarde, TSA 60125 / CS 60026, 63178 Aubière Cedex
- France
3
Rectorat de l'Académie de Clermont-Ferrand
( 494381 )
- France
4
ACTé -
Activité, Connaissance, Transmission, éducation
( 1063679 )
- INSPÉ Clermont-Auvergne, 36 avenue Jean-Jaurès, CS 20001, 63407 Chamalières Cedex
- France
5
MPSA -
Maison pour la Science/Auvergne
( 1080503 )
- Université Clermont Auvergne, Clermont-Ferrand, France
- France
6
MPSA -
Maison pour la Science/Auvergne
( 1080504 )
- Université Clermont Auvergne, Clermont-Ferrand, France.
- France
7
PIAF -
Laboratoire de Physique et Physiologie Intégratives de l’Arbre en environnement Fluctuant
( 1063671 )
- Site INRAE Crouël : 5 Chemin de Beaulieu, 63039 Clermont-Ferrand // Site Clermont : 1 Impasse Amélie Murat, 63178 Aubière
- France
|
Date de publication |
2022-04
|
Langue du document |
Anglais
|
Nom de la revue |
|
Vulgarisation |
Non
|
Comité de lecture |
Oui
|
Audience |
Internationale
|
Volume |
38
|
Numéro |
2
|
Page/Identifiant |
366-378
|
Public visé |
Scientifique
|
Sous-type de document pour les Articles |
Research article
|
Domaine(s) |
|
Collaboration/Projet |
|
Thésaurus Inrae |
|
Mots-clés |
en
Computer-assisted instruction, Education, Social inequalities, Socioeconomic achievement gap, Socioeconomic status
|
DOI | 10.1111/jcal.12616 |
UT key WOS | 000713745800001 |
Origine :
Fichiers produits par l'(les) auteur(s)
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