ArticlePloS one2024
Crisis-driven digitalization and academic success across disciplines.
Article in PloS one, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 7 citations in OpenAlex.
- Digital Artifacts in Education: How Design Properties Are Associated with Self-Regulated Learning, Participation, and Performance.Behavioral sciences (Basel, Switzerland) · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
While the rapid digitalization in higher education, accelerated by the COVID-19 pan- demic, has restructured the landscape of teaching and learning, a comprehensive under- standing of its implications on students' academic outcomes across various academic disciplines remains unexplored. This study, therefore, aims to fill this gap by providing an in-depth examination of the effects of crisis-driven digitalization on student performance, specifically the shift to emergency remote education during the COVID-19 crisis. Lever- aging a panel dataset encompassing 82,694 individual student course grades over a span of six years, we explore the effects of digitalization across nationalities, educational levels, genders, and crucially, academic disciplines. Our findings are threefold: (i) firstly, we note that crisis-driven digitalization significantly impacted students' chances of passing a course and achieving higher course grades in comparison to the pre-crisis period. (ii) Secondly, we found the effect to be heterogeneous across disciplines. Notably, practical disciplines, such as nursing, experienced a negative impact from this sudden shift, in contrast to more theoretical disciplines such as business administration or mathematics, which saw a positive effect. (iii) Lastly, our results highlight significant variations in the impact based on educational levels and nationalities. Master's students had a harder time adapting to the digital shift than their bachelor counterparts, while international students faced greater challenges in less international academic environments. These insights underscore the need for strategic interventions tailored to maximize the potential of digital learning across all disciplines and student demographics. The study aims to guide educators and policymakers in creating robust digital learning environments that promote equitable outcomes and enhance students' learning experiences in the digital age.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.