Enhancing literacy and numeracy through teacher dashboards and digital personalised learning: an A/B/C test in Kenyan early years education

This research investigates the impact of Digital Personalised Learning (DPL) tools, specifically teacher-facing learning analytics dashboards, on early-years literacy and numeracy outcomes in Low- and Middle-Income Countries (LMICs). The study, conducted as an A/B/C test in 4,487 Kenyan schools, aims to determine how different dashboard designs influence device usage, learning outcomes, and teachers' evaluation of student progress, addressing a gap in understanding dashboard utilization in LMICs.

Understanding the efficacy and optimal design of learning analytics dashboards is crucial for maximizing the impact of educational technology investments in developing contexts. This research can inform policy and implementation strategies for scalable and effective digital learning solutions, directly influencing foundational education outcomes for a large number of learners.

Digital Personalised Learning (DPL) shows promise for improving early-years literacy and numeracy in LMICs.

Forward consideration, not a verified fact.