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The effectiveness of technical-supported collaboration in promoting students’ learning outcomes: a meta-analysis based on empirical literature

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  • Enwei Xu

    (School of Educational Science, Xinjiang Normal University
    Xinjiang Key Laboratory of Mental Development and Learning Science)

  • Xuezhen Feng

    (School of Educational Science, Xinjiang Normal University)

  • Kewei Ning

    (Urumqi Education Research Center)

  • Yuan Wang

    (School of Educational Science, Xinjiang Normal University
    Xinjiang Higher Education Development Research Center)

  • Li Zhou

    (School of Educational Science, Xinjiang Normal University)

  • Huanhuan Li

    (School of Educational Science, Xinjiang Normal University)

Abstract

In the intelligent era, technology-supported collaboration has emerged as a vital educational approach, widely implemented in educational practice. However, the extent to which technology-supported collaboration enhances students’ learning outcomes remains uncertain. This paper employs meta-analysis methods to quantitatively analyze 48 empirical articles published over the past decade. The aim is to determine the effectiveness of technology-supported collaboration in improving students’ learning outcomes and the extent of its impact. The findings indicate that: (1) Technology-supported collaboration can enhance student learning outcomes to a certain extent, with an overall effect size at the upper-middle significant level (ES = 0.71, z = 14.36, P

Suggested Citation

  • Enwei Xu & Xuezhen Feng & Kewei Ning & Yuan Wang & Li Zhou & Huanhuan Li, 2025. "The effectiveness of technical-supported collaboration in promoting students’ learning outcomes: a meta-analysis based on empirical literature," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-14, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-05766-z
    DOI: 10.1057/s41599-025-05766-z
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