Published: Meta-analysis of the gender differences in K-12 students' digital competence
This meta-analysis examined the gender differences in K-12 students' digital competence (aka ICT literacy). Synthesizing 69 effect sizes obtained from 23 empirical studies resulted in a positive, weak, and significant overall effect in favor of girls, g = +0.13. This effect varied between studies, and several study and sample characteristics explained this variation. For instance, the type of skills assessed and the interactivity of the ICT literacy assessment moderated the overall effect.
The full article can be accessed here (DOI: 10.1016/j.edurev.2019.03.007).