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This is the second in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates whether introducing a timer alongside digitised lesson plans impacts upon teachers’ lesson plan usage. The A/B test found that providing a timer did not influence how much time teachers spent on digitised lesson plans. While, on average, teachers in the timer group tended to spend less time on lesson...
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This is the third in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates the impact of repeating learning content for pre-primary learners on learner device usage and learning outcomes. The A/B test found that content repetition had an impact on literacy and numeracy outcomes for PP2 learners. PP2 learners’ usage of the DPL tool was significantly reduced with content...
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This is the fourth in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates the extent to which the provision of notifications to pre-primary teachers to view data dashboards impacts learner device usage and learning outcomes. The A/B/C test found no impact on device usage and negligible impact on learning outcomes. This suggests that accompanying data dashboards with...
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This is the first in a series of evidence briefs, reporting on four A/B/n tests which explore different features to enhance digital personalised learning (DPL) tools. This brief investigates the optimal number of minutes for pre-primary learners on a classroom-integrated digital personalised learning tool to optimise learning outcomes. The A/B/C test found different levels of session duration impacted on literacy and numeracy outcomes, with the findings for numeracy dependent on grade level....
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On current trends the world will fail to reach the objectives set in the UN’s Sustainable Development Goals for Education by 2030 or even within the 21st century. Changing this trend will require a significant acceleration in learning outcomes. Digital personalised learning (DPL) tools are a potentially cost-effective intervention that can contribute to this acceleration. In particular, the continuous experimentation afforded by these tools through software A/B testing, has considerable...
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Digital personalisation has demonstrated potential to enhance learning. However, there is limited evidence on the comparative impact of different content personalisation algorithms on early-year numeracy and literacy outcomes, especially in low- and middleincome countries (LMIC). This paper reports an A/B/C test conducted over three weeks via a digital personalised learning tool used by 6479 Kenyan pre-primary learners. Two personalisation algorithms were implemented (maximising learner...
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On current trends the world will fail to reach the objectives set in the UN’s Sustainable Development Goals for Education by 2030 or even within the 21st century. Changing this trend will require a significant acceleration in learning outcomes. Digital personalised learning (DPL) tools are a potentially cost-effective intervention that can contribute to this acceleration. In particular, the continuous experimentation afforded by these tools through software A/B testing, has considerable...
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