【作 者】：
顾小清， 胡梦华
【关 键 词 】：
电子书包； 学习作用； 元分析
【栏 目】：
理论探讨
【中文摘要】：
移动学习的普及和互联网技术的快速发展，使得个性化学习和数字化学习环境受到人们的追捧。电子书包作为实现学校数字化学习环境的建设和学生个性化学习环境创设的重要载体，也受到整个教育领域的重视。但是电子书包在社会获得极大关注的同时，也遭受着极大的争议，而争论的焦点莫过于电子书包是否以及在多大程度上能促进学习。研究采用元分析的方法，对十多年来有关电子书包对学习作用效果的39篇论文进行综合梳理、分析和评价。研究发现：电子书包对学习作用的综合效应值为0.525，说明电子书包对学生学习具有积极正向的促进作用；电子书包也能积极正向地促进学生认知发展和非认知层面的参与；但是电子书包对学习的促进作用受调节变量的影响，在应用的学科、学段、区域和实验周期上存在差异。研究得到的启示是：（1）虽然电子书包能较好地改善和提升学生学习，但是其作用效果还有较大的提升空间；（2）电子书包的多学科、常态化使用还需进一步促进；（3）电子书包对学习作用效果的持续性也需要进一步加强。
【英文摘要】：
With the rapid development of mobile learning and Internet technology, personalized learning and digital learning environment are popularized. As an important carrier for the construction of digital learning environment and students' personalized learning environment, e-Schoolbag is paid much attention to in education. But e-Schoolbag is also argued about whether it can promote learning and to what extent. In this paper, a meta-analysis method is used to analyze and evaluate 39 papers about the effect of e-Schoolbag on learning in more than ten years. The study finds that the comprehensive effect value of e-Schoolbag on learning is 0.525, indicating that e-Schoolbag has positive effect on students' learning. E-Schoolbag can promote students' cognitive development and non-cognitive participation. However, the effect of e-Schoolbag on learning is influenced by regulatory variables, and has differences in disciplines, stages, regions and experimental cycles. Research implications are: (1) although e-Schoolbag can better improve and enhance student learning, its effects can be improved greatly. (2) The multi-disciplinary and daily use of e-Schoolbag needs to be explored further. (3) The continuing effect of e-Schoolbag on learning should be further strengthened.