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Can brick phones bridge the digital learning divide? Evidence from SMS-based math practice

Torsten Figueiredo Walter,
Guthrie Gray-Lobe,
Sarah Kabay

Hardware requirements are a barrier to widespread adoption of digital learning software among low-income populations. We investigate the demand among smallholder-farming households for a simple, adaptive math learning tool that can be accessed by widely available ``brick'' phones, and its effect on educational outcomes. Over a quarter of invited households used the tool, with greater demand among households lacking electricity, radios, or televisions. Usage was highest when schools were out of session. Engagement lapsed without regular reminders to use the service. Using random variation in access to the service, we find evidence that the platform increased test scores, school attendance, and grade attainment. Interpretation of these estimates is complicated by potentially endogenous outcome observation.

Keywords
digital learning, math practice, distance learning
Education level
K-12 Education
Topics
Student Learning
Tags
Covid-19 recovery,
Mathematics education,
Instructional technology
Download 06/2023
Document Object Identifier (DOI)
10.26300/j4kc-kq39
EdWorkingPaper suggested citation:
Figueiredo Walter, Torsten, Guthrie Gray-Lobe, and Sarah Kabay. (). Can brick phones bridge the digital learning divide? Evidence from SMS-based math practice. (EdWorkingPaper: -791). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/j4kc-kq39

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