Technology-Enhanced Multisensory Instruction in Lower Secondary Biology: A Randomized Controlled Trial

Last registered on October 07, 2026
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Pre-Trial

Trial Information

General Information

Title
Technology-Enhanced Multisensory Instruction in Lower Secondary Biology: A Randomized Controlled Trial
RCT ID
AEARCTR-0019773
Initial registration date
September 29, 2026

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
October 07, 2026, 10:17 AM EDT

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

Locations

Country
Morocco
Region
Tanger-Tétouan-Al Hoceïma

Primary Investigator

Name
OUSSAMA LAAROUSSI
Affiliation
Ibn Tofail University – Faculty of Sciences, Laboratory of Biology and Health
Contact Primary Investigator

Other Primary Investigator(s)

Additional Trial Information

Status
Completed
Start date
2025-10-01
End date
2025-12-02
Keywords
Education
Additional Keywords
Multisensory learning, biology education, educational technology, lower secondary education, randomized controlled trial, learning retention
JEL code(s)
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This randomized controlled trial examined whether technology-enhanced multisensory instruction could improve biology learning and retention among lower secondary school students. The study included 152 students aged 13 to 16 years from a public school in Tangier, Morocco. Students were randomly assigned to an experimental group or an active control group, with 76 students in each condition. The experimental group learned biology through multisensory activities combining physical models, manipulation, gestures and three-dimensional digital resources, while the control group received conventional classroom instruction using explanations, documents and diagrams. The intervention covered digestion, intestinal absorption and respiration. Student learning was assessed immediately after the instructional sessions and again after a delay to examine retention. Motivation and learning strategies were also assessed across the instructional sessions.
External Link(s)

Registration Citation

Citation
LAAROUSSI, OUSSAMA. 2026. "Technology-Enhanced Multisensory Instruction in Lower Secondary Biology: A Randomized Controlled Trial." AEA RCT Registry. October 07. https://doi.org/10.1257/rct.19773-1.0
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
The experimental group received technology-enhanced multisensory biology instruction combining physical models, manipulation, gestures and three-dimensional digital resources. The active control group received conventional biology instruction based on teacher explanations, documents and diagrams. Both groups covered the same biology content.
Intervention (Hidden)
The intervention consisted of three instructional sessions covering digestion, intestinal absorption and respiration. In Session 1, students in the experimental group used a physical model of the digestive tract. In Session 2, they used three-dimensional digital representations of intestinal villi through Corinth Classroom together with a physical model. In Session 3, they used PULMO and a bottle-and-balloon model to represent breathing and diaphragm movement. The active control group studied the same topics through explanations, documents and diagrams without the multisensory materials used in the experimental condition.
Intervention Start Date
2025-10-03
Intervention End Date
2025-11-04

Primary Outcomes

Primary Outcomes (end points)
Immediate biology learning and delayed retention, assessed through three immediate post-instruction assessments and two delayed retention assessments.
Primary Outcomes (explanation)
Immediate learning was assessed after each of the three instructional sessions. Delayed retention was assessed through two later tests, one covering digestion and intestinal absorption and one covering respiration. The assessments were based on the lower secondary biology curriculum and were administered under the same conditions in both groups.

Secondary Outcomes

Secondary Outcomes (end points)
Student motivation and learning strategies across the three instructional sessions.
Secondary Outcomes (explanation)
Motivation and learning strategies were assessed after Sessions 1, 2 and 3 using a 22-item abbreviated version of the Motivated Strategies for Learning Questionnaire. Items were rated on a seven-point scale from 1 to 7 and were used to calculate motivation and learning-strategy composite scores.

Experimental Design

Experimental Design
This study used a longitudinal two-arm randomized controlled design with an experimental group and an active control group. A total of 152 lower secondary students were allocated in a 1:1 ratio. Students were matched according to their baseline biology performance before random allocation within each matched pair. Learning outcomes were assessed immediately after instruction and again after a delay.
Experimental Design Details
Students first completed a 17-item biology pretest scored from 0 to 20. Baseline performance was classified as low, medium or high. Students within each category were paired according to the same or closest pretest score, resulting in 76 matched pairs. Within each pair, one student was allocated to the experimental condition and the other to the active control condition. This produced 76 students in each condition. The study included three instructional sessions and two delayed retention assessments.
Randomization Method
Within each of the 76 matched pairs, allocation was determined by a random draw using two slips labeled “experimental” and “control”, resulting in a 1:1 allocation.
Randomization Unit
Individual student. Randomization was conducted at the individual level within matched pairs.
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
152 individual students.
Sample size: planned number of observations
152 students
Sample size (or number of clusters) by treatment arms
76 students in the experimental group and 76 students in the active control group. Total N = 152.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
IRB Approval Date
IRB Approval Number
Analysis Plan

Post-Trial

Post Trial Information

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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