Using technology to support what we call Digital Personalised Learning (or DPL) in low- and middle-income countries (LMICs) could play an important role in achieving better learning outcomes. However, there is limited research investigating the effectiveness of using DPL in classrooms to improve numeracy.
This research will address this important gap by rigorously evaluating contextually appropriate pedagogical and software approaches for integrating DPL into primary schools in Kenya. It will focus on the integration of DPL into classroom activities, in particular:
- the duration and intensity of use during classroom instruction;
- how adaptive software features can support learning in the classroom;
- cost and resource implications.
The research will focus specifically on the EIDU tool within Kenyan classrooms. EIDU offers a DPL platform, deployed on low-cost Android devices. The software facilitates adaptive assessment and measurement strategies, generating continuous insights into learning. In Kenya, this is aligned with a structured pedagogy programme known as Tayari, enabling the integration of digital content with classroom instruction.