Abstract
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. Recommendations for DPL providers and researchers are discussed, taking into account contextual factors.
Other briefs in this series
- #2: Testing Digital Timer Tools to Support Early Grade Lesson Delivery.
- #3: Investigating the Impact of Content Repetition on Digital Personalised Learning Tools for Early Grade Learners.
- #4: Designing Digital Notifications to Support Teacher Uptake of Data Dashboards.
Authors and contributors
Sun, Chen (Author)
Moustafa, Nariman (Author)
Daltry, Rebecca (Author)
Major, Louis (Author)
Friedberg, Aidan (Author)
Citation
Sun, C., Moustafa, N., Daltry, R., Major, L., & Friedberg, A. (2025). Optimising Session Duration on Digital Personalised Learning Tools for Early Grade Learners (Evidence Brief No. 1). EdTech Hub. https://doi.org/10.53832/edtechhub.1046.
Link to this record
https://docs.edtechhub.org/lib/93H6B9P3
Key themes
- Low- and middle-income countries
- Digital personalised learning
- Pre-primary education
- Classroom-integrated implementation
- Session duration
Type
- Evidence Brief
