Teacher’s use of online computer-assisted learning and students’ academic and non-cognitive outcomes: evidence and mechanisms

Technologies have significantly transformed teaching and learning practices. This study examines how teacher’s use of online computer-assisted learning (TUOCAL) affects student academic and noncognitive outcomes, emphasizing the application of technology rather than merely its access, which has been extensively examined in previous studies. Using an Education Production Function framework and a nationally representative, randomly assigned teacher–student sample in China, this study finds that TUOCAL enhances both students’ academic performance and noncognitive abilities through improved teacher–student interaction, peer effects, and learning motivation. The heterogeneity analysis indicates that rural students experience significantly greater improvements in non-cognitive as a result of TUOCAL compared to urban counterparts, while migrant students and those lacking internet access display smaller advancements in noncognitive abilities. These findings highlight the importance of enhancing teachers’ training in the application of online computer-assisted learning tools and resources, as well as tailoring these to meet the needs of diverse student groups.