Systematic Review of Two Decades of Research on Educational Digital Divide Using a Multidimensional Framework

• In Event: Equity, Inclusion, and Technology

Abstract

This systematic review examined 77 studies for publication trends, context, research methods, and digital divide dimensions and factors. Analyzing research methodology, we found that 67.5% of studies were quantitative, with 35% being descriptive, and 74% used surveys to collect data. Gender (27.3%), geography (26%), and socio-economic status (24.7%) were the most studied socio-demographic factors. We coded for multidimensional digital divide dimensions access, affective, cognitive, and utilization variables and found that most of the studies examined utilization dimension followed by access dimensions. Student use (49.4%), internet access (40.3%), and hardware access (40.3%) were the most studied dimensions. This review has implications for future researchers, administrators, instructors, students and parents on where digital divide exists and factors causing digital divide.

Authors

• Elife Ceviker, UMass Chan Medical School
  Presenting Author

• Florence Martin, North Carolina State University
  Presenting Author

• Tuba Gezer, The Ohio State University
  Presenting Author