Does Computer-Aided Instruction Improve Children's Cognitive and Noncognitive Skills?

This paper examines the causal effects of computer-aided instruction (CAI) on children's cognitive and noncognitive skills. We ran a clustered randomized controlled trial at five elementary schools with more than 1,600 students near Phnom Penh, Cambodia. After 3 months of intervention, we find...

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Bibliographic Details
Published inAsian development review Vol. 38; no. 1; pp. 98 - 118
Main Authors Ito, Hirotake, Kasai, Keiko, Nishiuchi, Hiromu, Nakamuro, Makiko
Format Journal Article
LanguageEnglish
Published Manila MIT Press 22.03.2021
Asian Development Bank
World Scientific Publishing
Subjects
Achievement tests
CAI
Classrooms
Clinical trials
clustered randomized controlled trial
Cognitive skills
Computer assisted instruction
Developing countries
Elementary schools
LDCs
Learning
noncognitive skills
Productivity
Software
Cambodia
India
computer-assisted instruction
clustered randomized controlled trial
noncognitive skills
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Summary:This paper examines the causal effects of computer-aided instruction (CAI) on children's cognitive and noncognitive skills. We ran a clustered randomized controlled trial at five elementary schools with more than 1,600 students near Phnom Penh, Cambodia. After 3 months of intervention, we find that the average treatment effects on cognitive skills are positive and statistically significant, while hours of study were unchanged both at home and in the classroom. This indicates that CAI is successful in improving students’ learning productivity per hour. Furthermore, we find that CAI raises students’ subjective expectation to attend college in the future.
ISSN:0116-1105
1996-7241
DOI:10.1162/adev_a_00159