Sofroniou, Anastasia (2025) Advancing conceptual understanding: a meta-analysis on the impact of digital technologies in higher education mathematics. Education Sciences, 15 (11).

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Abstract

The integration of digital technologies in mathematics is becoming increasingly significant, particularly in promoting conceptual understanding and student engagement. This study systematically reviews the literature on applications of Computer Algebra Systems, Artificial Intelligence, Visualisation Tools, augmented-reality technologies, Statistical Software, game-based learning and cloud-based learning in higher education mathematics. This meta-analysis synthesises findings from 88 empirical studies conducted between 1990 and 2025 to evaluate the impact of these technologies. The included studies encompass diverse geographical regions, providing a comprehensive global perspective on the integration of digital technologies in higher mathematics education. Using the PRISMA framework and quantitative effect size calculations, the results indicate that all interventions had a statistically significant impact on student performance. Among them, Visualisation Tools demonstrated the highest average percentage improvement in academic performance (39%), whereas cloud-based learning and game-based approaches, while beneficial, showed comparatively modest gains. The findings highlight the effectiveness of an interactive environment in fostering a deeper understanding of mathematical concepts. This study provides insights for educators and policymakers seeking to improve the quality and equity of mathematics education in the digital era.

Item Type:	Article
Identifier:	10.3390/educsci15111544
Keywords:	meta-analysis; mathematics; digital technology; higher education
Subjects:	Education > Higher education
Date Deposited:	17 Nov 2025
URI:	https://repository.uwl.ac.uk/id/eprint/14282

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