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The review investigates the study characteristics and attainment impact of school-based EdTech in contexts with high technological readiness, and analyzes differential effects by socio-economic status. 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Pupils  \nSystematic review with meta-analysis  \n10 July 2025  \nBjörn Haßler Bethany Huntington Christopher Klune  \nJennie Lester  \nAditi Bhutoria  \nHassan Mansour  \n[https://doi.org/10.53832/opendeved.1170](https://doi.org/10.53832/opendeved.1170)  \nThe Education Endowment Foundation (EEF) is an independent grant-making charity dedicated to breaking the link between family income and educational achievement, ensuring that children from all backgrounds can fulfil their potential and make the most of their talents.  \nThe EEF aims to raise the attainment of children facing disadvantage by:  \n● identifying promising educational innovations that address the needs of disadvantaged children in primary and secondary schools in England;  \n● evaluating these innovations to extend and secure the evidence on what works and can be made to work at scale; and  \n● encouraging schools, government, charities, and others to apply evidence and adopt innovations found to be effective.  \nThe EEF was established in 2011 by the Sutton Trust as lead charity in partnership with Impetus Trust (now part of Impetus – Private Equity Foundation) and received a founding £125m grant from the Department for Education. Together, the EEF and Sutton Trust are the government-designated What Works Centre for improving education outcomes for school-aged children.  \nFor more information about the EEF or this report please contact:  \nEducation Endowment Foundation 5th Floor, Millbank Tower  \n21–24 Millbank  \nSW1P 4QP  \n0207 802 1653 [info@eefoundation.org.uk](info@eefoundation.org.uk)  \n[www.educationendowmentfoundation.org.uk](www.educationendowmentfoundation.org.uk)  \nThis report is available under the Open Government Licence (OGL) v3 .0. You may copy, publish, distribute and transmit the Information; adapt the Information; exploit the Information commercially and non-commercially for example, by combining it with other Information, or by including it in your own product or application, subject to the conditions of the OGL. You must, in the case of any of the above, acknowledge the source of the Information in your product or application by including or linking to any attribution statement specified by the Information Provider(s) and, where possible, provide a link to this licence.  \nAcknowledgements  \nWe are appreciative of the time and contributions of Dr Louis Major in providing feedback to the research team throughout the project, and Dr. Siya Mngaza for her significant contribution to the structured community review interviews and interpretation.  \nWe are thankful for the contributions from Adnane Touiyate and Rachid Oudouch in developing the AI tools that supported the systematic review. We are also thankful for research contributions from Katie Boardman, Katelynn Wilson, and Diwakar Basnet to the systematic review’s data extraction.  \nWe would like to thank Dr Alison Clark-Wilson, Dr Laura Outhwaite, Dr Steve Higgins, Hannah Walker, and Chris McBurnie for their feedback and advice on the project. We are also thankful for Laila Friese’s continued support in the editing process over the project.  \nWe are sincerely grateful to all the practitioners who lent their time and critical perspectives toward the refinement of mechanisms in this project.  \nUnderstanding Quality Characteristics of EdTech: Systematic review with meta-analysis 3  \nTable of contents  \n1. Executive summary 10  \n2. Background and rationale for the review 15  \n3. Objectives 16  \n4. Definitions of key terms 18  \n4.1. Defining educational technology 18  \n4.2. Defining our conceptual framework 19  \n4.2.1. Towards a mechanisms map 23  \n4.2.2. Applicability of conceptual framework 24  \n4.3. Defining disadvantage 24  \n5. Overview of the methodological approach 26  \n5.1. Phase 1: Stakeholder engagement 26  \n5.2. Phase 2: Systematic literature review with meta-analysis 26  \n5.3. Phase 3: Structured commun","cbCaip5E7UpHhJbW","https://ap.wps.com/l/cbCaip5E7UpHhJbW","pdf",4840657,286,"English","# Executive summary\n# Background and rationale for the review\n# Objectives\n# Definitions of key terms\n## Defining educational technology\n## Defining our conceptual framework\n### Towards a mechanisms map\n### Applicability of conceptual framework\n## Defining disadvantage\n# Overview of the methodological approach\n## Phase 1: Stakeholder engagement\n## Phase 2: Systematic literature review with meta-analysis\n## Phase 3: Structured community review of outcomes\n## Systematic searches\n## Eligibility screening\n### Eligibility criteria\n### Title and abstract screening\n### Full-text screening\n## Data extraction tools\n## Mixed-methods appraisal tool\n# Mechanisms map development\n# Phase 1: Stakeholder engagement – Summary\n# Phase 2: Systematic literature review with meta-analysis – Research Questions and methods\n## Research Questions 1–6 and methods\n# Phase 2: Systematic literature review with meta-analysis – Results","[{\"question\":\"What is the document’s purpose in studying EdTech for disadvantaged pupils?\",\"answer\":\"It synthesizes evidence on implementation and quality characteristics of EdTech interventions, focusing on how these relate to attainment outcomes for disadvantaged pupils.\"},{\"question\":\"Which contexts and pupil groups are emphasized in the review?\",\"answer\":\"The review emphasizes school-based EdTech interventions implemented in countries with high technological readiness and examines differential impacts by socio-economic status.\"},{\"question\":\"How does the review identify and organize mechanisms?\",\"answer\":\"It develops a mechanisms map through data extraction and coding, synthesizes mechanisms, and groups them into mechanism clusters, alongside analysis of intermediate outcomes.\"}]","Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils - Systematic review with meta-analysis - 10 July 2025 | PDF",1792050118,721]