Abstract The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based interventions generally improved mathematical performance (mean ES = 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool.

中文翻译：

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数字化干预对数学学习困难儿童的有效性：荟萃分析

摘要 这项工作的目的是对关于基于数字的干预对数学学习困难的学生的有效性的实证证据进行元分析。此外，我们调查了参与者的学校水平和软件教学方法是否是决定性的调节因素。对 2003 年至 2019 年间发表的随机对照研究进行了系统检索。共有 15 项研究和 1073 名参与者符合研究选择标准。一项随机效应荟萃分析表明，基于数字的干预通常会提高数学成绩（平均 ES = 0.55），尽管研究之间存在显着的异质性。没有证据表明电子游戏在基于数字的演练和辅导方法方面提供了额外的优势。而且，