Certified edtech developers report that learning sciences research helps them name and evaluate their product's expected impact on learning¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among surveyed developers of certified products, 73% strongly agreed and 27% agreed that grounding in learning sciences research lets them more clearly name their expected impact on learning, and 57% strongly agreed and 43% agreed it makes evaluating impact easier. → survey-1

Evidence¶

survey-1¶

Van Nostrand, P., Noakes, S., Shah, Z., & Luke Luna C. (2022, February). An overlooked indicator of edtech quality: The use of learning sciences research. Digital Promise. https://doi.org/10.51388/20.500.12265/150

q2 · i? · associational · r1

Survey conducted in December 2021 with over 25 edtech products holding the Research-Based Design Product Certification. Percentages are self-reported agreement levels; the report prints no effect sizes.

"all respondents strongly agreed (73%) or agreed (27%) that due to their foundation in learning sciences research, they are more clearly able to name their product's expected impact on learning and strongly agreed (57%) or agreed (43%) that they are able to more easily evaluate their product's impact"

Discussion¶

Related Claims¶

• The report calls for reframing edtech certification applications to help developers identify equity gaps in the research they use — related
• A strong majority of surveyed edtech products agree that products rooted in learning sciences research have the greatest impact on learning — related
• Only 20% of the 100 most used edtech products have a research rationale — related