Effectiveness of the functions of classroom orchestration systems: A systematic review and meta-analysis

Researchers have designed a series of classroom orchestration systems (COSs) to support teachers' real-time classroom management of multiple social planes. However, few studies have systematically summarized the implementation of COSs’ general functions (teacher awareness, class instruction, and student coordination) and investigated the effect sizes of COSs on teachers and students. This work identified 67 systems and 22 empirical papers reporting 57 studies with effect sizes to address the research gaps. The qualitative analyses summarized the foci and implementation methods of each general function. The quantitative analyses showed that the overall effects of COSs were medium: g = 0.603 for studies with the no-treatment control, g = 0.536 for studies with the treatment control. No publication bias existed, and the results were robust. Moderator analyses determined two important moderators (teacher awareness and measurement type) of the effects. Overall, the current study revealed the effectiveness of COSs in broad contexts and explained how teacher, machine and student could work together in classroom to some extent.