Digital Learning Interventions and Primary School Achievement: A Systematic Literature Review

Abstract

Background: The use of digital learning interventions gained importance in primary education, but conclusions about their impact on achievement were inconsistent across courses and technologies and across settings. Methods: The systematic literature review resulted in the synthesis of 22 selected empirical studies out of 1,039 studies. Searches included education and other multidisciplinary databases and studies published from 2015 to June 2026. Studies included were those where structured digital interventions were offered to learners between the ages of 3 and 12 and where there were measurable outcomes of digital interventions in relation to literacy, numeracy, mathematics, reading, and/or general achievement. Effective intervention design and outcome measures were varied/heterogeneous; evidence was extracted and thematized. Results: The majority of studies found a positive impact on achievement, with the most positive impact for programs that were curriculum aligned, adaptive, interactive, and were implemented frequently. But whole device programmes and underutilised resources often resulted in mixed or the absence of results. Moderating effectiveness was teacher support, instructional integration, dosage, readiness and technical reliability. Conclusion: The review overall found that the process of digital learning enhanced student achievement as long as it was used to provide access to high-quality learning programs and was part of a coherent pedagogical system, and not solely to devices or platforms.