Computer-assisted learning (CAL) is gaining popularity due to its promise of cost-effectiveness, individualized approach, and enhanced engagement. However, recent research, published by Ludo Verhoeven and colleagues in Educational Research Review, shows that the effect size of CAL was smaller than those found in previous meta-analyses that investigated teacher-supported early literacy interventions. This lends evidence to a plausible conclusion that teachers are more effective than computers in enhancing literacy skills in early childhood development.

Bron: Are computer-supported literacy interventions effective for young children?