Abstract
This is the third in a series of evidence briefs reporting on four A/B/n tests that 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 repetition. However, given the small size of the mixed-methods sample, caution should be taken when interpreting these results. Recommendations for DPL providers and researchers are discussed, taking into account contextual factors.
Other briefs in this series
- #1: Optimising Session Duration on Digital Personalised Learning Tools for Early Grade Learners
- #2: Testing Digital Timer Tools to Support Early Grade Lesson Delivery.
- #4: Designing Digital Notifications to Support Teacher Uptake of Data Dashboards.
Authors and contributors
Sun, Chen (Author)
Daltry, Rebecca (Author)
Major, Louis (Author)
Friedberg, Aidan (Author)
Citation
Sun, C., Daltry, R., Major, L., & Friedberg, A. (2025). Investigating the Impact of Content Repetition on Digital Personalised Learning Tools for Early Grade Learners (Evidence Brief No. 3). EdTech Hub. https://doi.org/10.53832/edtechhub.1048
Link to this record
https://docs.edtechhub.org/lib/8P8KRW8B
Key themes
- Low- and middle-income countries
- Digital personalised learning
- Pre-primary education
- Classroom-integrated implementation
- Repetition
Type
- Evidence Brief
