Student engagement with evidence-based supports for literacy on a digital platform

There is a persistent gap between education research and practice, including in the design of educational technology. This study bridges this gap and examines our partnership with a literacy platform to implement evidence-based digital features that support different learner needs. We examined stude...

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Bibliographic Details
Published inJournal of research on technology in education Vol. 54; no. 2; pp. 177 - 187
Main Authors Tare, Medha, Shell, Alison R., Jackson, Scott R.
Format Journal Article
LanguageEnglish
Published Eugene Routledge 18.05.2022
Taylor & Francis Ltd
Subjects
Audiovisual Aids
Distance learning
Educational Technology
Electronic Learning
Elementary School Students
Evidence Based Practice
Instructional Design
Learner Engagement
learner variability
Literacy
online learning
Reading Achievement
Research-practice gap
Student Characteristics
Student participation
Technology Uses in Education
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Summary:There is a persistent gap between education research and practice, including in the design of educational technology. This study bridges this gap and examines our partnership with a literacy platform to implement evidence-based digital features that support different learner needs. We examined students' (N = 1857; Grades 1-6) use of these new optional features (e.g., audio supports, text magnification, annotation) when completing assignments online and found that 92% of students tried at least one. Importantly, we also found that students showed greater engagement with harder assignments when they used the features. Use of the support features did not differ by student characteristics such as reading proficiency, special education, or socioeconomic status, suggesting that developing research-informed features could potentially benefit all students when they need extra scaffolding.
ISSN:1539-1523
1945-0818
DOI:10.1080/15391523.2020.1821412