Equality of Usage of Personalised Learning Software: Key Findings from EdTech Hub and EIDU's Sandbox in Kenya

Personalised learning software has the potential to improve foundational learning outcomes, but risks widening learning divides in the classroom when device access is not equally distributed. This paper shares findings from an EdTech Hub Sandbox, conducted in 20 schools across Kiambu and Mombasa Counties in Kenya, using data from the implementation of EIDU's digital personalised learning app. We tested four interventions designed to improve the equality of usage of the app: a usage logbook, a learner-tracking poster, a framework of behavioural guidelines for teachers, and a WhatsApp community of practice, with a fifth intervention of local government officer accountability added in the second term. Implementing the first four interventions together in Term 1 improved equality of usage by 15%, relative to control schools. This effect was particularly pronounced in schools where equality of usage was more difficult to achieve (due to larger class sizes and shorter opening hours). This improvement was sustained in Term 2 (+0.4%), even after most interventions were removed. The logbook was the most effective single intervention (+4.6%). These findings offer practical guidance for researchers, EdTech developers and implementers seeking to ensure that digital learning tools benefit all learners equally. An output of the EdTech Hub, edtechhub.org

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