Evidence Library – The EdTech Hub - Custom feedEvidence Library – The EdTech Hubhttps://docs.edtechhub.org/lib/2024-03-29T13:13:29.668237+00:00https://docs.edtechhub.org/lib/atom.xml?focus_countries=3S5FQDY7KerkoWhat is 'Nudging' and How Does it Change Behaviour in Education?https://docs.edtechhub.org/lib/ERWCZKS22024-02-07T09:57:39Z2024-03-28T16:40:54ZThis Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome.
We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients.
We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks.
Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning.
Keywords:
Behavioural psychology; EdTech; education; messaging; nudging; participation
An output of the EdTech Hub, https://edtechhub.org/Koomar, Saalim2024enCreative Commons Attribution 4.0 InternationalWhat is 'Nudging' and How Does it Change Behaviour in Education?Case study: Building strong institutional capacity and expertise in data for decision-making through developing a unified data management system.https://docs.edtechhub.org/lib/5959UT3M2024-02-05T09:08:14Z2024-03-26T16:51:47ZAn output of the EdTech Hub, https://edtechhub.org/Ampofo, RudolphSimiyu, GenevieveAyinga, Ussif2024-03-29T00:00:00.000ZenCreative Commons Attribution 4.0 InternationalCase study: Building strong institutional capacity and expertise in data for decision-making through developing a unified data management system.EdTech, Learning and Equity: The EdTech Hub Research Portfoliohttps://docs.edtechhub.org/lib/MBGNU7HP2023-11-07T17:12:32Z2024-03-15T13:43:17ZHaßler, BjörnWagner, DanOuthwaite, Laura2023-11-30T00:00:00.000ZenCreative Commons Attribution 4.0 InternationalEdTech, Learning and Equity: The EdTech Hub Research PortfolioUsing Technology to Improve Education for Marginalised Girls: Lessons in implementation from the Girls’ Education Challengehttps://docs.edtechhub.org/lib/V8CZHW5B2023-07-05T09:54:21Z2023-12-05T21:05:09ZThis article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects: evidence-informed design and delivery; building and maintaining relationships across and between stakeholders; comprehensive and continuous training and capacity development; and situating EdTech within a broader holistic model that prioritises gender inclusion to optimise implementation for marginalised girls. In doing so, the study provides key lessons for optimising the future implementation of EdTech for marginalised girls.
Keywords: educational technology; girls’ education; programme implementation; Covid-19
An output of the EdTech Hub, https://edtechhub.orgAnonymised for Peer Review Purposes2023enCreative Commons Attribution 4.0 InternationalUsing Technology to Improve Education for Marginalised Girls: Lessons in implementation from the Girls’ Education ChallengeEdTech Horizon Scan: Rapid scan of online safety in educationhttps://docs.edtechhub.org/lib/3QBCENK52022-11-19T05:19:40Z2023-12-05T21:09:38ZThis EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike.
An output of the EdTech Hub, https://edtechhub.orgMazari, HaaniKaye, Tom2022enCreative Commons Attribution 4.0 InternationalEdTech Horizon Scan: Rapid scan of online safety in educationThe Future of EMIS: A Public Financial Management Perspectivehttps://docs.edtechhub.org/lib/4NSU75DR2022-11-18T19:53:54Z2023-12-05T21:06:43ZPolicymakers in low- and lower-middle-income countries are in a bind: while more complex EMIS designs may make processes more likely to fail following donor exit, simple EMIS designs do not provide enough information to track the effects of reforms and progress addressing the learning crisis. Even for basic measures, EMIS appear to generate inaccurate data in many cases.
Reflections on EMIS implementation challenges point to demand and supply issues, with the former being the more important determinant for realising EMIS potential and their ongoing development. This paper considers demand and supply for EMIS from a public financial management (PFM) perspective.
Keywords: public financial management, budgeting, digital, data governance, education
An output of the EdTech Hub, https://edtechhub.orgCresswell, SimonLong, CathalFraser, Alasdair2023enCreative Commons Attribution 4.0 InternationalThe Future of EMIS: A Public Financial Management PerspectiveEdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leonehttps://docs.edtechhub.org/lib/K5BJUBRE2022-09-13T12:16:03Z2023-08-03T09:38:17ZTo better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to four main user groups of learners, girls, teachers, and parents and caregivers and points to a series of cross-cutting factors that are important for EdTech interventions in low-resource settings. An overarching takeaway centres on the fact that having technology in place is a small part of EdTech effectiveness, with wider teaching and learning ecosystems accompanying EdTech deserving more attention. Overall, the studies reveal a symbiotic relationship between people and technology, reinforcing that EdTech works best when users are involved across design, iteration, awareness building, and engagement.
Keywords: EdTech, Covid-19, digital, education, learning, remote
An output of the EdTech Hub, https://edtechhub.orgNicolai, SusanJefferies, KateStepanek Lockhart, Ashley2023enCreative Commons Attribution 4.0 InternationalEdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra LeoneMethodologies for mapping Ministry of Education EdTech interventions: Lessons from Ghanahttps://docs.edtechhub.org/lib/VIURCMFU2022-08-18T09:11:28Z2023-03-13T12:51:04ZAn output of the EdTech Hub, https://edtechhub.orgRadford, KateAmpofo, Rudolph2022-10-14enCreative Commons Attribution 4.0 InternationalMethodologies for mapping Ministry of Education EdTech interventions: Lessons from Ghana