000165983 001__ 165983
000165983 005__ 20260116163026.0
000165983 0247_ $$2doi$$a10.1007/s10639-023-12136-2
000165983 0248_ $$2sideral$$a134476
000165983 037__ $$aART-2023-134476
000165983 041__ $$aeng
000165983 100__ $$aVargas-Montoya, Luis
000165983 245__ $$aOnly gifted students benefit from ICT use at school in mathematics learning
000165983 260__ $$c2023
000165983 5203_ $$aPrevious literature highlights the potential of ICT use to enhance mathematical learning. There are also several theoretical arguments supporting that gifted education benefits from ICT use. However, empirical studies have paid little attention to the relationship between ICT use and gifted students’ mathematics performance. It is also unclear whether and why this relationship differs between gifted students and their peers. For the first time, we tested this relationship by using a large-scale multinational sample of 236,938 adolescents attending 10,213 schools in 44 countries in several contexts from the Programme for International Student Assessment Questionnaire (PISA) 2018. We estimated a hierarchical linear model (HLM) and found that only gifted students benefit from ICT use in mathematics learning. The higher their level of performance, the more beneficial ICT use is for gifted students. This relation is negative in the case of the rest of the students. Based on theoretical arguments, we also explain the likely reasons that lay behind this different relationship between gifted students and their peers. The findings illustrate that policymakers should consider a differentiated approach to ICT use at school depending on the students’ level of performance. Gifted students could benefit more from ICT use in learning and the rest of the students from teaching with more human interaction.
000165983 540__ $$9info:eu-repo/semantics/closedAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000165983 590__ $$a4.8$$b2023
000165983 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b16 / 760 = 0.021$$c2023$$dQ1$$eT1
000165983 592__ $$a1.301$$b2023
000165983 593__ $$aE-learning$$c2023$$dQ1
000165983 593__ $$aLibrary and Information Sciences$$c2023$$dQ1
000165983 593__ $$aEducation$$c2023$$dQ1
000165983 594__ $$a10.0$$b2023
000165983 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000165983 700__ $$0(orcid)0000-0003-3702-4017$$aGimenez, Gregorio$$uUniversidad de Zaragoza
000165983 700__ $$aTkacheva, Liubov
000165983 7102_ $$14014$$2225$$aUniversidad de Zaragoza$$bDpto. Economía Aplicada$$cÁrea Economía Aplicada
000165983 773__ $$g29 (2023), 8301–8326$$pEduc. inf. technol.$$tEDUCATION AND INFORMATION TECHNOLOGIES$$x1360-2357
000165983 8564_ $$s1517722$$uhttps://zaguan.unizar.es/record/165983/files/texto_completo.pdf$$yVersión publicada
000165983 8564_ $$s1455502$$uhttps://zaguan.unizar.es/record/165983/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000165983 909CO $$ooai:zaguan.unizar.es:165983$$particulos$$pdriver
000165983 951__ $$a2026-01-16-14:54:12
000165983 980__ $$aARTICLE