Digital-based interventions targeting school failure: a systematic review

R. Azevedo, A. Costa, D. Moreira, A. Azevedo, I. Oliveira, A. Gonçalves, J. Casanova, P. C. Dias

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Background: Within the current scientific and technological development, new opportunities and resources were made available to educational innovation. Researchers have been exploring the impact of digital platforms and resources on education. Aims & Objectives: In this regard, the goal of this study is to present a systematic review of digital-based interventions targeting school failure. Patients / Materials & Methods: For this purpose, based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, Web of Science, Ebsco and Pubmed were searched up to April 4, 2022. Results: A total of 260 studies published between 1974 and 2022 were identified. After records screening, eight full-text articles were assessed for eligibility. Moreover, one study was included through references’ “back-tracking” revision of all eligible studies. Of these nine articles, three met the selection criteria: (i) ages between 10 and 18 years, (ii) intervention program,
(iii) digital-based intervention, (iv) school failure or underachievement. Two studies evaluated a working memory intervention using a digital strategy among children with idiopathic generalized epilepsy, and one explored a computer-assisted personal development program for high school students with disabilities. Data suggests that:
(i) there is a clear lack of digital-based interventions for school failure or underachievement; (ii) and in, particular, amongst middle school students; (iii) of the existing interventions, the majority pertain to specific groups with a high risk for school failure, consistent with the findings of the present systematic review;
(iv) nonetheless, the three interventions selected for this study appears to be beneficial for the students targeted in each program. Discussion & Conclusion: This systematic review updates the evidence in this topic and highlights the need to develop tailored digital strategies to prevent academic failure amongst youth.
Original languageEnglish
Title of host publicationICERI2022 Proceedings
PublisherIATED Academy
ISBN (Print)9788409454761
Publication statusPublished - 7 Nov 2022
EventInternational Conference of Education, Research and Innovation - Sevilha, Spain
Duration: 7 Nov 20229 Nov 2022
Conference number: 15

Publication series

NameICERI proceedings
ISSN (Electronic)2340-1095


ConferenceInternational Conference of Education, Research and Innovation
Abbreviated titleICERI2022


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