Students' information and communication technology (ICT) skills might support their learning processes and outcomes—or distract from them. As past studies showed mixed results, this meta-analysis examined 50 effect sizes from 45 studies of 70,350 students' ICT literacy and academic achievement in primary schools, secondary schools, and universities. Students with greater ICT literacy often had substantially higher academic achievement, moderated by several attributes. The positive link between ICT literacy and academic achievement was strongest (a) among students in senior high school, followed by elementary school, junior high school, and lowest in university; (b) among females rather than males (c) for applied skills in ICT literacy rather than theoretical ones; (d) on assignments, followed by course grades, tests, quizzes, other assessments and lowest on grade point average (GPA); and (e) in randomized controlled experiments, compared to stratified or convenience samples.

学生的信息和通信技术 (ICT) 技能可能会支持他们的学习过程和成果——或分散他们的注意力。由于过去的研究结果喜忧参半，这项元分析检查了 45 项研究中的 50 个效应量，这些研究涉及小学、中学和大学的 70,350 名学生的 ICT 素养和学业成就。具有较高 ICT 素养的学生通常具有更高的学业成就，这受到若干属性的影响。信息通信技术素养与学业成绩之间的正相关关系最强（a）在高中学生中，其次是小学、初中，大学最低；(b) 在女性而不是男性中 (c) 在 ICT 扫盲方面的应用技能而不是理论技能；(d) 关于作业，然后是课程成绩、测试、测验，其他评估和平均绩点 (GPA) 最低；(e) 在随机对照实验中，与分层或便利样本相比。