Adaptive versus Non-adaptive EdTech: Evidence from a Large-Scale RCT in China

Last registered on August 21, 2023

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Pre-Trial

Trial Information

General Information

Title

Adaptive versus Non-adaptive EdTech: Evidence from a Large-Scale RCT in China

RCT ID

AEARCTR-0007888

Initial registration date

June 28, 2021

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

June 29, 2021, 10:30 AM EDT

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

Last updated

August 21, 2023, 12:57 PM EDT

Last updated is the most recent time when changes to the trial's registration were published.

Locations

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Primary Investigator

Name

Prashant Loyalka

Affiliation

Freeman Spogli Institute for International Studies, Stanford University

Contact Primary Investigator

Other Primary Investigator(s)

Additional Trial Information

Status

On going

Start date

2021-03-01

End date

2025-08-31

Keywords

Education

Additional Keywords

JEL code(s)

Secondary IDs

Prior work

This trial does not extend or rely on any prior RCTs.

Abstract

The purpose of this study is to examine whether the adaptive learning component of one type of widely used EdTech – computer-assisted learning (CAL) – is effective at improving student achievement in developing countries. We have three specific objectives. First, we seek to determine whether adaptive CAL (versus regular non-adaptive CAL and versus a pure control group with no CAL) can increase average levels of student achievement. Second, we seek to determine whether adaptive CAL can increase student achievement among different subgroups (primarily for students at different by achievement levels—thus examining whether adaptive CAL reduces achievement gaps—but also by family wealth and gender). Third, we seek to determine whether adaptive CAL can improve students’ secondary outcomes such as attitudes towards learning.

External Link(s)

Registration Citation

Citation

Loyalka, Prashant. 2023. "Adaptive versus Non-adaptive EdTech: Evidence from a Large-Scale RCT in China ." AEA RCT Registry. August 21. https://doi.org/10.1257/rct.7888-1.2

Sponsors & Partners

Experimental Details

Interventions

Intervention(s)

Intervention Start Date

2021-04-04

Intervention End Date

2021-06-14

Primary Outcomes

Primary Outcomes (end points)

math achievement at endline

Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)

Secondary Outcomes (explanation)

Experimental Design

We conduct a large-scale randomized experiment in 105 schools (315 school-grades or classes: grades 4-6, 1 class per school-grade) with 8647 students in rural China. The randomized experiment follows the following steps. First, we randomly sample rural primary schools in one region of China and randomly sample one fourth, fifth, and sixth grade class from each school. Second, we randomize the 315 classes (within grades) to one of three equally-sized treatment arms: Treatment arm #1 receives the adaptive learning software; Treatment arm #2 receives the non-adaptive learning software; Treatment arm #3 is a pure control with no learning software.

Experimental Design Details

Not available

Randomization Method

randomization done in office by computer

Randomization Unit

classes or school-grades (one class per grade per school); randomized within strata (groups of 6 school-grades with closest average baseline math achievement scores)

Was the treatment clustered?

Yes