SynthesisFrontiers in psychology2026
Digital transformation in education: psychological perspectives on learning, engagement, and outcomes: a systematic review and meta-analysis.
Synthesis in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Abstract
Background: The process of digital transformation has developed new educational systems that use technology-based tools, including learning management systems, artificial intelligence, and gamified systems, as well as digital teaching methods. The studies show incomplete evidence about how this phenomenon affects learning engagement, motivation, cognitive processes, self-regulation skills, and institutional performance. Objective: This meta-analysis aimed to synthesize global evidence on the psychological perspectives of digital transformation in education, focusing on learning engagement, motivation, cognitive/metacognitive processes, self-regulation, and institutional factors. Methodology: A systematic meta-analysis was conducted to assess 42 studies that employed a random-effects model with the inverse variance method as their analysis approach. The odds ratios to calculate effect sizes, which included 95% confidence intervals. The subgroup analyses were about five different psychological and institutional domains. The assessment of heterogeneity used I Results: The results showed that digital transformation produced positive results in all areas which included learning engagement (OR = 1.79, 95% CI: 1.68-1.91), motivation, affective psychology (OR = 1.57, 95% CI: 1.21-2.03), cognitive and metacognitive psychology (OR = 1.79, 95% CI: 1.60-2.02) and self-regulation and learning psychology (OR = 1.66, 95% CI: 1.49-1.85) and institutional factors (OR = 1.71, 95% CI: 1.48-1.97). High motivation and self-regulation showed high domain heterogeneity, while the other domains maintained their consistency. The study showed no publication bias except for cognitive and metacognitive studies, which showed asymmetrical findings. Conclusion: Digital transformation in education brings about significant advantages for psychological and institutional results, which include better learning engagement and cognitive growth. The different factors that affect motivation and self-regulation show how contextual and pedagogical elements create an impact.
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