Educational Technology and Learning Transformation: A Systematic Literature Review (2015–2024)

Abstract

Educational technology has developed rapidly over the past decade, encompassing e-learning, mobile learning, artificial intelligence, augmented reality, and gamification. This study conducts a systematic literature review of research on technology-based learning, its effectiveness on student outcomes, and its implementation challenges. Following the PRISMA 2020 protocol, 78 empirical articles published between 2015 and 2024 in Scopus, Web of Science, and ERIC were analyzed. Results show that educational technology significantly increases learning motivation and engagement, with an overall medium-to-high effect on learning outcomes (Cohen’s d = 0.61). Artificial-intelligence-based intelligent tutoring systems produced the largest effect (d = 0.73), followed by blended learning (d = 0.67). However, effectiveness depends heavily on instructional design quality, teacher digital competence, and institutional support, while infrastructure gaps, limited teacher digital literacy, and data-privacy concerns remain the main barriers, particularly in developing countries. This review offers a roadmap for researchers, educators, and policymakers seeking to optimize technology-based learning.