ABSTRACT Background: The importance of digital technologies for enhancing learning in formal education settings has been widely acknowledged. In the light of this expectation, it is important to investigate the effects of these technologies on students’ learning and development. Purpose: This study explores longitudinal empirical research on digital learning in the context of primary and secondary education. By focusing on a small selection of the peer-reviewed literature, the aim is to examine the kinds of longitudinal study published on this topic during the period 2012–2017 and, thorough categorisation, to bring together insights about the reported influences of digital technology use on students’ learning. Design and methods: The databases searched for the purposes of this review were Scopus and Web of Science. Of 1,989 articles, 13 were finally included in the review. Using qualitative content analysis, these were analysed, coded and categorised. Results: The reviewed studies were found to have approached digital learning in different ways: they varied, for example, in terms of research methods and design and the digital technologies used. The studies addressed different aspects of learning, which we assigned to six categories: affection, attitude, and motivation; subject-specific knowledge and skills; transversal skills; learning experience; elements of the learning environment; and identity. We identified both positive and negative influences of technology on learning. Conclusions: This review offers a snapshot of the variety of research in this fast-moving area. The studies we explored were found to approach digital learning from several different perspectives, and no straightforward conclusions can be drawn about the influences of digital technology use on students’ learning. We conclude that further longitudinal studies of digital learning are needed, and this study assists by highlighting gaps in the existing literature.

中文翻译：

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数字学习纵向研究的探索

摘要背景：数字技术对于加强正规教育环境中的学习的重要性已得到广泛认可。鉴于这种期望，调查这些技术对学生学习和发展的影响非常重要。目的：本研究探讨了中小学教育背景下数字学习的纵向实证研究。通过关注少数同行评审文献，目的是检查 2012 年至 2017 年期间发表的关于该主题的纵向研究类型，并进行彻底分类，汇集有关数字技术使用所报告影响的见解关于学生的学习。设计和方法：为本次综述的目的搜索的数据库是 Scopus 和 Web of Science。在 1,989 篇文章中，13人最终被纳入审查。使用定性内容分析，对这些进行分析、编码和分类。结果：发现所审查的研究以不同的方式处理数字学习：例如，它们在研究方法和设计以及所使用的数字技术方面各不相同。这些研究涉及学习的不同方面，我们将其分为六类：情感、态度和动机；特定学科的知识和技能；横向技能；学习经验; 学习环境的要素；和身份。我们确定了技术对学习的积极和消极影响。结论：这篇综述简要介绍了这个快速发展领域的各种研究。我们探索的研究被发现从几个不同的角度来处理数字学习，并且无法就数字技术使用对学生学习的影响得出直接的结论。我们得出的结论是，需要对数字学习进行进一步的纵向研究，这项研究通过突出现有文献中的差距来提供帮助。