Abstract
This is the second 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 whether introducing a timer alongside digitised lesson plans impacts upon teachers’ lesson plan usage. The A/B test found that providing a timer did not influence how much time teachers spent on digitised lesson plans. While, on average, teachers in the timer group tended to spend less time on lesson plans for literacy and more for numeracy, this was not statistically significant. 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
- #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., Daltry, R., Major, L., & Friedberg, A. (2025). Testing Digital Timer Tools to Support Early Grade Lesson Delivery (Evidence Brief No. 2). EdTech Hub. https://doi.org/10.53832/edtechhub.1047
Link to this record
https://docs.edtechhub.org/lib/UZRIG2V8
Key themes
- Low- and middle-income countries
- Digital personalised learning
- Pre-primary education
- Classroom-integrated implementation
- Timer
- Lesson plan
Type
- Evidence Brief
