Identifying the Point of Sufficient Practice on an Edtech Platform

• In Event: Instructional Planning and Implementation

Abstract

Edtech platform use has skyrocketed in recent years, and an ongoing question for educators is how to use them most effectively in the classroom. One aspect of effective usage is identifying how much is enough: that is, how much practice on a platform is sufficient for students to see maximum academic gains? With a sample of 9,059 elementary school students, we investigated this point of sufficient practice on one platform, IXL, hypothesizing that the relationship between platform usage and achievement in math/ELA would not be strictly linear. In both subjects, our hypothesis was supported: models including a quadratic IXL usage term fit the data better than models that included only a linear term. Implications for practitioners are discussed.

Authors

• Christina C Schonberg, IXL Learning

• Mary Hargis, IXL Learning

• Bozhidar M. Bashkov, IXL Learning

• Xiaozhu An, IXL Learning