The impact of computer-assisted learning on students’ cognitive skills: evidence from the “Three Supplies and Two Platforms” programme in China

This paper evaluates the impact of the Three Supplies and Two Platforms (TSTP) programme, a large-scale computer-assisted learning (CAL) initiative in China, on the cognitive skills of lower secondary students. We draw on nationally representative panel data from the China Education Panel Survey (CEPS) and implement a difference-in-differences (DID) strategy to identify causal effects. The results indicate that TSTP increases students’ cognitive test scores by 0.177 standard deviations. We provide suggestive evidence that these gains may operate through changes in teachers’ instructional tools and practices, improvements in students’ learning experiences and learning-related skills, and increased parental engagement. The effects are heterogeneous, with larger impacts observed among disadvantaged students, particularly those with lower baseline achievement and those attending rural schools. In addition, the programme reduces the rural–urban cognitive achievement gap by 0.079 standard deviations. Overall, the findings suggest that large-scale CAL interventions can enhance cognitive outcomes and contribute to reducing educational inequality in developing country contexts.