Gender differences in information and communication technology use & skills: a systematic review and meta-analysis

Qazi, A; Hasan, N; Abayomi-Alli, O; Hardaker, G; Scherer, R; Sarker, Y; Paul, S; Maitama, JZ

Gender differences in information and communication technology use & skills: a systematic review and meta-analysis

Qazi, A Hasan, N Abayomi-Alli, O Hardaker, G Scherer, R Sarker, Y Paul, S

Maitama, JZ

Permalink

Publisher:: Springer
Publication Type:: Journal Article
Citation:: Education and Information Technologies, 2022, 27, (3), pp. 4225-4258
Issue Date:: 2022-05

Closed Access

	Filename	Description	Size
	Gender differences in information and communication technology use & skills a systematic review and meta-analysis.pdf	Published version	1.85 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Qazi, A
dc.contributor.author	Hasan, N
dc.contributor.author	Abayomi-Alli, O
dc.contributor.author	Hardaker, G
dc.contributor.author	Scherer, R
dc.contributor.author	Sarker, Y
dc.contributor.author	Paul, S https://orcid.org/0000-0001-9523-179X
dc.contributor.author	Maitama, JZ
dc.date.accessioned	2022-11-02T03:24:54Z
dc.date.available	2021-09-30
dc.date.available	2022-11-02T03:24:54Z
dc.date.issued	2022-05
dc.identifier.citation	Education and Information Technologies, 2022, 27, (3), pp. 4225-4258
dc.identifier.issn	1360-2357
dc.identifier.issn	1573-7608
dc.identifier.uri	http://hdl.handle.net/10453/163142
dc.description.abstract	Even though information and communication technology (ICT) is essential for everyday life and has gained considerable attention in education and other sectors, it also carries individual differences in its use and relevant skills. This systematic review aims to examine the gender differences in ICT use and skills for learning through technology. A comprehensive search of eight journal databases and a specific selection criterion was carried out to exclude articles that match our stated exclusion criteria. We included 42 peer-reviewed empirical publications and conference proceedings published between 2006 and 2020. For a subsample of studies, we performed a small-scale meta-analysis to quantify possible gender differences in ICT use and skills. A random-effects model uncovered a small and positive, yet not significant, effect size in favor of boys (g = 0.17, 95% CI [-0.01, 0.36]). However, this finding needs to be further backed by large-scale meta-analyses, including more study samples and a broader set of ICT use and skills measures. We highlight several concerns that should be addressed and more thoroughly in collaboration with one another to better IT skills and inspire new policies to increase the quality of ICT use. The findings from this review further suggest implications and present existing research challenges and point to future research directions.
dc.format	Print-Electronic
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	Education and Information Technologies
dc.relation.isbasedon	10.1007/s10639-021-10775-x
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	08 Information and Computing Sciences, 13 Education
dc.subject.classification	Education
dc.title	Gender differences in information and communication technology use & skills: a systematic review and meta-analysis
dc.type	Journal Article
utslib.citation.volume	27
utslib.location.activity	Netherlands
utslib.for	1503 Business and Management
utslib.for	08 Information and Computing Sciences
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Management Discipline
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2022-11-02T03:24:50Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	27
utslib.citation.issue	3

Abstract:

Even though information and communication technology (ICT) is essential for everyday life and has gained considerable attention in education and other sectors, it also carries individual differences in its use and relevant skills. This systematic review aims to examine the gender differences in ICT use and skills for learning through technology. A comprehensive search of eight journal databases and a specific selection criterion was carried out to exclude articles that match our stated exclusion criteria. We included 42 peer-reviewed empirical publications and conference proceedings published between 2006 and 2020. For a subsample of studies, we performed a small-scale meta-analysis to quantify possible gender differences in ICT use and skills. A random-effects model uncovered a small and positive, yet not significant, effect size in favor of boys (g = 0.17, 95% CI [-0.01, 0.36]). However, this finding needs to be further backed by large-scale meta-analyses, including more study samples and a broader set of ICT use and skills measures. We highlight several concerns that should be addressed and more thoroughly in collaboration with one another to better IT skills and inspire new policies to increase the quality of ICT use. The findings from this review further suggest implications and present existing research challenges and point to future research directions.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/163142