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Diminishing Marginal Returns to Computer-Assisted Learning / Eric Bettinger, Robert W. Fairlie, Anastasia Kapuza, Elena Kardanova, Prashant Loyalka, Andrey Zakharov.
- Format:
- Book
- Author/Creator:
- Bettinger, Eric.
- Series:
- Working Paper Series (National Bureau of Economic Research) no. w26967.
- NBER working paper series no. w26967
- Language:
- English
- Physical Description:
- 1 online resource: illustrations (black and white);
- Place of Publication:
- Cambridge, Mass. National Bureau of Economic Research 2020.
- Summary:
- The previous expansion of EdTech as a substitute for traditional learning around the world, the recent full-scale substitution due to COVID-19, and potential future shifts to blended approaches suggest that it is imperative to understand input substitutability between in-person and online learning. We explore input substitutability in education by employing a novel randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning through homework. Moving from zero to a low level of CAL, we find positive substitutability of CAL for traditional learning. Moving from a lower to a higher level of CAL, substitutability changes and is either neutral or even negative. The estimates suggest that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide prior to, during and after the pandemic.
- Notes:
- Print version record
- April 2020.
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