| Field | Before | After |
|---|---|---|
| Field Study Withdrawn | Before | After No |
| Field Intervention Completion Date | Before | After November 30, 2016 |
| Field Data Collection Complete | Before | After Yes |
| Field Final Sample Size: Number of Clusters (Unit of Randomization) | Before | After 12 schools |
| Field Was attrition correlated with treatment status? | Before | After No |
| Field Final Sample Size: Total Number of Observations | Before | After 867 pupils |
| Field Final Sample Size (or Number of Clusters) by Treatment Arms | Before | After 6 treated, 6 control schools |
| Field Is there a restricted access data set available on request? | Before | After Yes |
| Field Restricted Data Contact | Before | After [email protected] |
| Field Program Files | Before | After No |
| Field Data Collection Completion Date | Before | After December 15, 2017 |
| Field Is data available for public use? | Before | After No |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After This paper analyzes the impact of technology use on student math learning using experimental data from Brazil. The technology is a software tool designed for elementary school students to learn and practice arithmetic. Contrary to most interventions in which computer-aided instruction extends the school day, students played the game during class time for about 2 months. First, second, and third graders who used the software increased their score on a math test by 0.56 s.d. in the short term ( just after the intervention) and by 0.17 s.d. in the medium term (1 year after the end of the intervention). |
| Field Paper Citation | Before | After Hirata, Guilherme. "Play to Learn: The Impact of Technology on Students’ Math Performance." Journal of Human Capital 16, no. 3 (2022): 437-459. |
| Field Paper URL | Before | After https://doi.org/10.1086/719846 |