TY - RPRT TI - What is 'Nudging' and How Does it Change Behaviour in Education? AU - Koomar, Saalim AB - This 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/ CN - edtechhub.1011 DA - 2024/// PY - 2024 LA - en M3 - Learning Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/ERWCZKS2 KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - How Can Implementers Apply Digital Personalised Learning in Schools? AU - Plaut, Daniel AB - This 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 digital personalised learning (DPL), a promising EdTech approach to improving learning outcomes, and consider how to implement this approach in school settings. We draw on work from EdTech Hub and other prominent researchers to first unpack the ‘basics’ of DPL implementation. These include the importance of teaching at the right level as a driver of DPL’s impact, and how DPL tools are applied in schools as supplementary learning and / or integrated into existing curricula. We also consider some of DPL’s technical requirements and achievements in improving learning outcomes. We then explore emerging insights about effective DPL implementation in schools, including the role of teachers as facilitators, the evidence behind student-device ratios, and the importance of coordinating DPL implementation with broader education system actors. Lastly, we look at areas that require further research, noting issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to DPL application in education systems. Keywords: digital personalised learning; DPL; implementation research; teaching at the right level; learning outcomes; education policy An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1008 DA - 2024/// PY - 2024 LA - en M3 - Learning Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/ACMFRNNS KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - EdTech, Learning and Equity: The EdTech Hub Research Portfolio AU - Haßler, Björn AU - Wagner, Dan AU - Outhwaite, Laura CN - edtechhub.1000 DA - 2023/11/30/T00:00:00.000Z PY - 2023 LA - en PB - EdTechHub UR - https://docs.edtechhub.org/lib/MBGNU7HP KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Under the Hood of an EdTech Study in Kenya: Implementation challenges, successes, and lessons learnt AU - Büchel, Konstantin AU - Crossley, Colin AU - Cullen, Claire AU - Letsomo, Thato AB - In the years following a global pandemic that left 1.6 billion learners out of school, the global learning crisis has grown more urgent. Governments worldwide have sought technology-enabled education platforms that can support higher quality, resilient education systems. One cheap and easy tool for delivering remote educational support is basic mobile phones, which represent a potentially cost-effective and remote platform for adapting a range of proven pedagogical methods. To do so successfully, programme delivery should consider three key factors that include (1) careful training on delivering pedagogical methods in a phone setting, (2) Appropriate monitoring systems to ensure weekly delivery fidelity and, (3) an appropriate data and/or delivery infrastructure to enable programme monitoring. If done successfully, mobile phone programmes can present education ministries with an efficient delivery option for quality education at a fraction of the cost of higher-tech solutions. An output of the EdTech Hub, https://edtechhub.org CN - 0175 DA - 2023/// PY - 2023 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/XRGSHEUJ KW - _r:AddedByZotZen ER - TY - RPRT TI - The Future of EMIS: A Public Financial Management Perspective AU - Cresswell, Simon AU - Long, Cathal AU - Fraser, Alasdair AB - Policymakers 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.org CN - 0165 DA - 2023/// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/4NSU75DR KW - _r:AddedByZotZen ER - TY - RPRT TI - Randomised Controlled Trial Protocol: Digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms AU - Major, Louis AU - Daltry, Rebecca AU - Otieno, Mary AU - Otieno, Kevin AU - Zhao, Annette AU - Hinks, Jessica AU - Sun, Chen AU - Friedburg, Aidan AB - This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. Keywords: digital personalised learning; DPL; Randomised controlled trial; RCT; research methodology; learning outcomes; Kenya An output of the EdTech Hub, https://edtechhub.org CN - 0176 DA - 2023/// PY - 2023 LA - en M3 - Methodology publication PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JNH4277Z KW - _r:AddedByZotZen ER - TY - RPRT TI - EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone AU - Nicolai, Susan AU - Jefferies, Kate AU - Stepanek Lockhart, Ashley AB - To 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.org CN - 0114 DA - 2023/// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub SN - 49 UR - https://docs.edtechhub.org/lib/K5BJUBRE KW - _r:AddedByZotZen ER - TY - RPRT TI - Raising Readers: Can mobile technology enable Kenyan schools to improve parent and carer engagement in reading with their children? AU - Nicolai, Susan AU - Khan, Amina AU - Kartha, Ashwati AU - Bapna, Akanksha AU - Kamninga, Tony AB - Deploying design-based, mixed-methods research, the study Raising Readers (Phase 1) explores how technology can be best used to strengthen parent and carer engagement with children’s reading in Kenya. In close collaboration with Worldreader, a digital reading organisation, five co-designed modalities (parental training, feedback loops, nudges/messaging, incentives, and reading celebrations) were tested in 14 schools across Nairobi and Kiambu counties over 12 weeks in 2022. The intervention helped to assess the potential of the different modalities in facilitating parental/carer engagement around children’s reading using the BookSmart app. As measured by average reading time, intervention groups showed higher engagement using BookSmart than the control group. ‘Incentives’ led with 39 hours 29 minutes average reading time per school over 12 weeks, followed by ‘reading celebrations’ with 24 hours 13 minutes. ‘Feedback loops’ and ‘training’ had comparable levels (10 hours, 28 minutes, and 9 hours, 27 minutes per school, respectively). ‘Messaging / nudges’ had the lowest engagement (5 hours 57 minutes versus 3 hours 2 minutes in the control group). Parental/carer knowledge, attitudes, and practices supporting their child's reading improved with the interventions. Findings of Phase 1 were used to inform the design of Phase 2. Keywords: Education, app, reading, school, child, Kenya An output of the EdTech Hub, https://edtechhub.org CN - 0173 DA - 2023/// PY - 2023 LA - en M3 - Technical report Phase 1 Final Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/N2E79MUD KW - _r:AddedByZotZen ER - TY - RPRT TI - The Use of Technology to Promote Equity and Inclusion in Education in North and Northeast Kenya AU - Otieno, Jennifer AU - Kaye, Tom AU - Mbugua, Wanjiku AB - Kenya has been lauded as having one of the most progressive and effective education systems in Africa. Significant investments in education funding, innovative technology-enabled approaches to improve teaching and learning, and committed leadership make Kenya an example for neighbours and others across the world. However, at a sub-national level, significant variances in education access and quality arise. While many improvements have been made to participation, quality, equity, and inclusion in education in Kenya, there are persistent disparities in access and outcomes for rural learners, girls, learners with disabilities, and other vulnerable populations. The North and Northeastern (N/NE) counties of Kenya are where some of the greatest disparities exist. Our research examines the context of N/NE Kenya to understand why these disparities exist, and how technology can play a role in increasing equity and inclusion in education in the region. An output of the EdTech Hub, https://edtechhub.org CN - 0159 DA - 2023/// PY - 2023 LA - en M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 52 UR - https://docs.edtechhub.org/lib/GS45WQWR KW - _r:AddedByZotZen ER - TY - RPRT TI - Telephone Survey: Caregivers' and Learners' Perspectives on SMS for Education in Kenya AU - Myers, Christina AU - Jordan, Katy AU - Khagame, Phoebe AU - Mumbi, Albina AU - Njuguna, Lydia AU - Zhao, Annette AB - This document presents the structure and questions used for a telephone survey which was undertaken with a sample of learners who use the M-Shule platform and their caregivers, in Kenya, during July and August 2022. An output of the EdTech Hub, https://edtechhub.org CN - 0133 DA - 2022/11/10/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/NP52QFM8 KW - _r:AddedByZotZen ER - TY - RPRT TI - Government-led edtech initiatives to improve learning outcomes in Kenya AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/09/30/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/QH86RGE6 KW - _r:AddedByZotZen ER - TY - RPRT TI - Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 AU - Tembey, Lara AU - Baier, Jasmin AU - Ogolla, Concilia AU - Mohan, Prithika AB - The Covid-19 pandemic resulted in the closure of approximately 90,000 schools across Kenya, causing over 18 million pre-primary, primary, and secondary school learners to be out of school throughout 2020. These lockdown measures of Covid-19 are expected to amplify gender inequalities in education and girls’ access to school, with girls likely to have experienced losses in learning during the pandemic to a greater extent than their male counterparts (⇡Malala Fund, 2020). To enable continued learning during this period, numerous education technology (EdTech) solutions and products have been developed to enable remote learning. This technology can be a powerful tool for girls. Studies have shown that girls engage more than boys when provided with the same level of access to technology, and receive more benefits beyond the realm of formal education such as an increase in access to economic opportunities and a greater ability to make informed decisions about their own health (⇡Webb et al., 2020). However, social inequalities, norms and technological constraints can disproportionately prevent girls from accessing and benefiting from EdTech (⇡Crompton et al., 2021). As such, EdTech interventions and products need to be designed and implemented prioritising gender considerations, otherwise they risk increasing the digital gender divide both in terms of access and use of digital technologies and the internet and the development of skills needed to use digital technologies (⇡Kuroda et al., 2019). Our qualitative and quantitative research looked at how access and usage of learning content and edutainment through smartphone and low-tech (such as radio, Interactive Voice Response, TV) EdTech solutions can be optimised to ensure inclusivity of girls, in particular, focusing on the caregiver as the gatekeeper for access to EdTech resources. In terms of access, our research found that caregivers are primarily concerned about financial resources, books and tutors, and often do not consider using EdTech to access educational resources when they are looking for support for their children. Further, our research showed that digital literacy, caregiver involvement, norms about technology for education, and intention are the most promising levers to improve access and use of educational material. An output of the EdTech Hub, https://edtechhub.org CN - 0048 DA - 2021/09/23/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub and Busara Center for Behavioural Economics UR - https://docs.edtechhub.org/lib/JZM7W6QE KW - _r:AddedByZotZen ER - TY - BLOG TI - Keeping Kenya Learning: The importance of caregiver engagement in supporting learning beyond the classroom AU - Kimathi, Deborah AU - El-Serafy, Yomna AU - Plaut, Daniel AU - Kaye, Tom T2 - EdTech Hub AB - Since the Covid-19 pandemic began, parents, teachers, students and policymakers have been exploring how to support students to learn at home. The emphasis on education at home has made evident the need to better equip caregivers to support their children’s learning.  The Keep Kenya Learning (KKL) initiative is helping parents and caregivers build their capacity and confidence to support learning… DA - 2021/07/16/T10:38:50+00:00 PY - 2021 LA - en-US ST - Keeping Kenya Learning UR - https://edtechhub.org/2021/07/16/keeping-kenya-learning-the-importance-of-caregiver-engagement-in-supporting-learning-beyond-the-classroom/ Y2 - 2021/07/26/19:46:10 KW - _EdTechHub_Output ER - TY - RPRT TI - The Power of Girls' Reading Camps: Exploring the impact of radio lessons, peer learning and targeted paper-based resources on girls’ remote learning in Kenya AU - Amenya, Donvan AU - Fitzpatrick, Rachael AU - Njeri, M.E. AU - Naylor, Ruth AU - Page, Ella AU - Riggall, Anna AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/10/ PY - 2021 LA - en M3 - Working paper PB - EdTech Hub SN - 32 ST - The Power of Girls' Reading Camps UR - https://docs.edtechhub.org/lib/P8IAN448 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations AU - Rahman, Asad AU - Plaut, Daniel AU - Salami, Taiye AU - Carter, Alice AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/18/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/MXMPWAA2 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - SWOT Analysis of the Kenya Education Cloud AU - Groeneveld, Caspar AU - Kimenyi, Eric AU - Kaye, Tom DA - 2021/01/02/ PY - 2021 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/R3E3KVHX KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech Innovation for COVID-19: Insights from our global call for ideas AU - Plaut, Daniel AU - Carter, Alice AU - Dixon, Miranda AU - Salami, Taiye DA - 2020/// PY - 2020 M3 - Insight Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/S7JARBXV KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _zenodo:submitted KW - _zenodoETH ER -