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Effects of providing evidence-based information on teacher's educational technology perceptions

Last registered on April 02, 2024
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Pre-Trial

Trial Information

General Information

Title
Effects of providing evidence-based information on teacher's educational technology perceptions
RCT ID
AEARCTR-0013267
Initial registration date
March 31, 2024

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
April 02, 2024, 12:48 PM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

Country
United States of America
Region

Primary Investigator

Name
Daniela Bresciani
Affiliation
Contact Primary Investigator

Other Primary Investigator(s)

PI Name
Ariel Kalil
PI Affiliation
University of Chicago
PI Name
Susan Mayer
PI Affiliation
University of Chicago

Additional Trial Information

Status
In development
Start date
2024-04-01
End date
2024-09-30
Keywords
Education
Additional Keywords
Math, Educational Technology
JEL code(s)
I28, D90
Secondary IDs
Prior work
This trial is based on or builds upon one or more prior RCTs.
Abstract
Previous research found evidence that high quality math apps have the potential to increase children's math skills. This project evaluates whether sharing this research-based information with PreK-4th grade teachers increases the likelihood of their recommending math apps to their students for home use. Additionally, we analyze if the fact that other teachers are recommending math apps influences the teacher's decision to do so as well. We designed a factorial survey experiment. Teachers are asked how likely they are, in a scale from 0 to 10, to recommend 4 hypothetical apps, where each app is accompanied by one the following sets of information: (1) just a description of the app, (2) description and evidence-based information, (3) description and the percentage of teachers recommending it, and (4) description, evidence-based information, and percentage of teachers recommending it. In order to be able to interpret the results causally, we randomize which app gets which set of information and the order in which the apps appear.
External Link(s)

Registration Citation

Citation
Bresciani, Daniela, Ariel Kalil and Susan Mayer. 2024. "Effects of providing evidence-based information on teacher's educational technology perceptions." AEA RCT Registry. April 02. https://doi.org/10.1257/rct.13267-1.0
Sponsors & Partners

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Experimental Details

Interventions

Intervention(s)

Intervention (Hidden)
Intervention Start Date
2024-04-01
Intervention End Date
2024-05-31

Primary Outcomes

Primary Outcomes (end points)
How likely teachers are to recommend an app
Primary Outcomes (explanation)
The information will come directly from survey questions

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
We designed a factorial survey experiment with a within-subject design. Teachers are asked how likely they are, in a scale from 0 to 10, to recommend 4 hypothetical apps, where each app is accompanied by one the following sets of information:
(1) A short description of the app
(2) A short description of the app + research-based evidence about its effectiveness
(3) A short description of the app + the percentage of teachers that are recommending it
(4) A short description of the app + research-based evidence about its effectiveness + the percentage of teachers that are recommending it

The set of information for each app and the order in which they appear will be randomized.
Experimental Design Details
Randomization Method
Randomization done by survey platform (Qualtrics)
Randomization Unit
Individual
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
1000 teachers
Sample size: planned number of observations
1000 teachers
Sample size (or number of clusters) by treatment arms
1000 teachers in the same treatment (within-subject design)
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
Social and Behavioral Sciences Institutional Review Board
IRB Approval Date
2024-02-26
IRB Approval Number
IRB24-0151
Analysis Plan

Analysis Plan Documents

Pre-analysis plan

MD5: a17031de26f30d58a2ebd9bf9d9f68c4

SHA1: a1bbbf284934304a3dd45faebad2f61eea5641e7

Uploaded At: March 31, 2024

Post-Trial

Post Trial Information

Study Withdrawal

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Intervention

Is the intervention completed?
No
Data Collection Complete
Data Publication

Data Publication

Is public data available?
No

Program Files

Program Files
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials