Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective.

中文翻译：

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技术支持的个性化学习在低收入和中等收入国家的有效性：荟萃分析

数字技术为解决资源匮乏环境中的教育挑战提供了潜力。这项元分析研究了学生使用个性化和适应低收入和中等收入国家学习水平的技术的影响。在对 2007 年至 2020 年间的研究进行系统搜索之后，在五个国家确定了 16 项随机对照试验。研究涉及 53,029 名 6-15 岁的学习者。编码检查学习领域（数学和读写能力）；个性化水平和交付；技术使用；以及干预持续时间和强度。总体而言，发现技术支持的个性化学习对学习具有 0.18 的统计学显着（如果适度）积极影响大小（p = 0.001）。元回归揭示了与仅与学习者兴趣相关或提供个性化反馈、支持和/或评估的方法相比，更适合或调整到学习者水平的个性化方法如何产生更大的影响（效果大小为 0.35）。未来研究的途径包括调查成本影响、最佳课程长度以及教师在利用技术实现个性化学习方面的作用。