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Imagine’s research team completed analysis of a first study of non-progress in reading in Malawi, which examined multiple factors including home literacy/language environment, socio-emotional competence (including working memory, academic grit, and self-control), on-task learner behavior, and child age. The peer-reviewed journal “Frontiers” published our article about the study and results.
In this study published in the British Journal of Education Technology, an analysis was conducted on which app features are most effective in supporting the acquisition of foundational literacy and numeracy skills. The study compared five apps developed for the Global Learning XPRIZE and deployed to 2041 out-of-school children in 172 remote Tanzanian villages. It … Continue reading Pedagogical features of interactive apps for effective learning of foundational skills
International Journal of Educational Research Open published this report which explores expert perspectives on the perceived impact and challenges of implementing a unique large-scale EdTech learning competition conducted by the XPRIZE Foundation in 172 remote villages in Tanzania with 2500 out-of-school children.
Authors: Outhwaite, L. A., Faulder, M., Gulliford, A., & Pitchford, N. J. In a pupil-level randomized control trial we evaluated the effectiveness of a new math app intervention to support young children’s early math development. The results showed children using the math apps either as a supplementary intervention or instead of a small group teacher-led … Continue reading Raising Early Achievement in Math with Interactive Apps: A Randomized Control Trial
Author: Pitchford, N.J. Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development … Continue reading Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi
Authors: Laura A. Outhwaite, Anthea Gulliford, Nicola J. Pitchford The efficacy of a hand-held tablet technology intervention with learner-centred interactive software aimed at supporting the development of early maths skills was evaluated in four studies conducted in three UK primary schools. Immediate and sustained gains in mathematics were determined by comparing maths performance before, immediately … Continue reading Closing the gap: Efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children
Authors: Nicola J. Pitchford, Elizabeth Kamchedzera, Paula J. Hubber and Antonie L. Chigeda Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels … Continue reading Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities