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- Topological Dynamics of Neural Transitions on Group Manifolds: A Novel Paradigm for Distributed Discrete-Continuous Collaborative Systems#343118
- 量子价格歧视:基于需求弹性叠加态的三级定价理论重构(Quantum price discrimination: reconstruction of three-level pricing theory based on demand elasticity superposition state)#343117
- The Riemann Hypothesis as Entropic Equilibrium: Toward a Law of Science#343116
- The issue of war in the basics of the social concept of the Russian Orthodox Church and in the Compendium of the social doctrine of the Catholic Church: a comparative analysis#343115
- Winnex Madhava QR-JL (32D→64D) Adaptive: Honest Scaling Benchmark 1K to 1M#343114
- L'AUTONOMIE DE L'ÉTUDIANT À L'ÈRE DU NUMÉRIQUE : STRATÉGIES DE RÉGULATION DE L'ATTENTION EN COURS MAGISTRAL À L'UNIVERSITÉ D'ABOMEY-CALAVI (UAC)#343113
- The Inter-State Application to the European Court of Human Rights in Strasbourg – Potential Revival#343112
- قاعدة مراعاة العرف عند المالكية وأثرها في نوازل المسلمين بالغرب#343111
- Land Reform and Welfare in Vietnam: Why Gender of the Land-Rights Holder Matters#343110
- Lanchester Combat Model with One-Sided Information#343109
- 친족 성폭력의 실태, 사법적 처벌 및 피해자 보호 체계에 관한 종단적 연구#343108
- ЗАХИСТ ПРАВ ПРИВАТНИХ ОСІБ ЧЕРЕЗ РЕЄСТР ЗБИТКІВ ДЛЯ УКРАЇНИ#343107
- RECKLESS DRIVING, TRANSPORT CRIME, AND PASSENGERS' SAFETY PERCEPTION IN COMMERCIAL TRICYCLE OPERATIONS IN OBIO/AKPOR LOCAL GOVERNMENT AREA, RIVERS STATE, NIGERIA#343106
- IMPACT OF TECHNOLOGY ON STUDENT PERFORMANCEABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment. ABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment.#343105
- FIGURE 1 in The Chinese species of the genus Ascogaster Wesmael (Hymenoptera: Braconidae: Cheloninae)#343104
- FIGURE 26 in The Chinese species of the genus Ascogaster Wesmael (Hymenoptera: Braconidae: Cheloninae)#343103
- FIGURE 51 in The Chinese species of the genus Ascogaster Wesmael (Hymenoptera: Braconidae: Cheloninae)#343102
- Ascogaster lini Tang and Marsh 1994#343101
- What is cultural in cultural commons?#343100
- ASTRA v2: A Canonical Multi-Domain Composite Index Framework for Cross-Country Comparative Assessment#343099
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