Digital Personalised Learning to Improve Literacy and Numeracy Outcomes in Kenyan Classrooms

Country: Kenya | Topic Area: Digital Personalised Learning

Project summary

Digital Personalised Learning (DPL) tools could play an important role in achieving better learning outcomes in low- and middle-income countries (LMICs). However, there is limited research investigating the effectiveness of using DPL in LMIC classrooms to improve early grade literacy and numeracy.

This multi-strand research study is addressing this important gap by rigorously evaluating contextually appropriate pedagogical and software approaches for integrating DPL into pre-primary schools in Kenya. The research is focusing specifically on the use of a DPL tool developed by EIDU, deployed on low-cost Android devices. The tool integrates digital personalised learning content with digitised structured pedagogy content, enabling the alignment of digital learning with classroom instruction. The software also facilitates adaptive assessment and measurement strategies, generating continuous insights into learning.

The research currently consists of four strands, each of which explores a different core component of DPL and its integration into classrooms.

Principal research question

Each strand of the research has a set of specific research questions, each of which fall under the study’s overarching research question:

How can a classroom-based, digital personalised learning tool most effectively support early-grade numeracy and literacy outcomes in Kenya?

Research strands and findings

This study comprises three projects and involves four interlinked research strands. Each strand is led by core members of the research group and has been executed in collaboration with field experts.

Infographic showing the four research strands as listed below

Pedagogical strand

While digital personalised learning tools can offer many benefits, there is limited evidence from LMICs about their integration into classroom practice. Factors such as the alignment of DPL content with the curriculum and the role of the teacher are central to this process. This strand therefore involves working closely with teachers to explore the pedagogical implications of using the EIDU DPL tool in Kenyan classrooms.

Equality strand

Integrating DPL into classroom practice may – as in the case of the EIDU model – involve a DPL tool being shared between learners during the school day. It is therefore important to consider how to encourage equitable device utilisation. This strand uses sandbox innovation approaches to develop strategies which optimise equal access to learning of the EIDU DPL tool in pre-primary classrooms.

Related content

[coming soon]

Learning outcomes strand

There is limited evidence about the impact of classroom-integrated DPL tools on learning outcomes in LMICs. This strand involves assessing the impact of the EIDU DPL tool, aligned with structured pedagogy, on numeracy and literacy outcomes in pre-primary classrooms, via two randomised controlled trials.

Adaptivity and data feedback strand

The software design of DPL tools offers a myriad of ways to adapt learning content to be relevant to learners’ needs and to provide continuous assessment data to teachers. This strand therefore explores the potential of optimising the software affordances of the EIDU tool and integrating digital assessment tools into the teaching and learning process to enhance learning outcomes.

Background evidence

Study contacts

Louis Major, Principal Investigator — Contact Louis

Rebecca Daltry, Research Manager — Contact Rebecca

Annette Zhao, Research Associate

Jessica Hinks, Research Associate

Chen Sun, Research Associate

Nariman Mustafa, Research Associate

Key partners

WERK Logo: A green background with a black foreground featuring the word 'WERK,' along with an image of a book and an icon of a female.
Government of Kenya Logo: Two lions on hind legs holding spears, framing a shield in red, green, and black colors
Connect with Us

Get a regular round-up of the latest in clear evidence, better decisions, and more learning in EdTech.

Connect with Us​

Get a regular round-up of the latest in clear evidence, better decisions, and more learning in EdTech.

EdTech Hub is supported by

The findings, interpretations, and conclusions expressed in the content on this site do not necessarily reflect the views of The UK government, Bill & Melinda Gates foundation or the World Bank, the Executive Directors of the World Bank, or the governments they represent.

EDTECH HUB 2024. Creative Commons Attribution 4.0 International License.

to top