The Use of SMS and Other Mobile Phone-based Messaging to Support Education at Scale: A Synthesis of Recent Evidence

Damani, Kalifa; Myers, Christina; Zhao, Annette

doi:10.1145/3573051.3596172

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…14 This brief uses the terms 'messaging' and 'nudging' interchangeably, given this association. Messages can encompass multiple modalities, such as text (e.g., SMS and / or WhatsApp messages, printed materials), 15 audio (e.g., radio, phone calls, or voice notes), 16,17 and video (e.g., television). 18 Some of these modalities are unidirectional (e.g., broadcast radio), others are bidirectional (e.g., a phone call), while some can be networked (e.g., messages within a community forum).…”

Section: Why This Question Mattersmentioning

confidence: 99%

What is 'Nudging' and How Does it Change Behaviour in Education?

Koomar

2024

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This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome. We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients. We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks. Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning. Keywords: Behavioural psychology; EdTech; education; messaging; nudging; participation An output of the EdTech Hub, https://edtechhub.org/

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Section: Why This Question Mattersmentioning

confidence: 99%

What is 'Nudging' and How Does it Change Behaviour in Education?

Koomar

2024

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“…As the COVID-19 pandemic took hold in 2020, school closures were one of the most widely and quickly implemented policy responses across the globe (Hale et al, 2021). The use of mobile phones became part of many responses to continue education remotely, informally or formally, and the focus of a number of research projects and recent publications (Jordan et al, 2023). Recent studies comprise three main ways in which SMS has been used to support education since the advent of the COVID-19 pandemic: to provide 'nudges' for participation or re-enrolment in school; to support caregivers in facilitating learning at home; or to support learners directly (ibid.).…”

Section: Recent Sms Implementations In M-learningmentioning

confidence: 99%

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya

Jordan

2023

Afr Educ Res J

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The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.

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Supporting equitable access to learning via SMS in Kenya: Impact on engagement and learning outcomes

Jordan,

Myers,

Damani

et al. 2024

Brit J Educational Tech

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The use of SMS messaging for education has grown in recent years, with particular attention recently during the Covid‐19 pandemic. Mobile phones often have high levels of ownership in low‐income contexts compared to computers, and lower connectivity requirements, which arguably make this a more equitable medium than data‐heavy online instruction, for example. However, given that gender can be a factor to influence mobile device access and use, it is also important to consider educational applications through a gender lens, to avoid further exacerbating digital divides. In this paper, we present an analysis of server log and evaluation data in relation to a literacy‐focused initiative for primary‐aged learners carried out in Kenya as part of the Tusome programme and through the SMS‐based M‐Shule education platform, which does not require an Internet connection or smartphone to run. The extent of engagement with the platform varies according to gender and location within the country. The data also demonstrate a positive impact on learning outcomes regardless of learners' gender and location. Furthermore, the learning gains are shown to be relatively cost‐effective in comparison with educational technology interventions in similar contexts. The findings show that this low‐connectivity adaptive model has a positive impact on learning outcomes. It is a scalable approach to support a range of learners in Kenya, providing more support to learners who need it, and leading to increased foundational learning outcomes overall. As such, the findings will also be of highly relevant to other low‐connectivity contexts. Practitioner notesWhat is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption.

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The Use of SMS and Other Mobile Phone-based Messaging to Support Education at Scale: A Synthesis of Recent Evidence

Cited by 3 publications

References 13 publications

What is 'Nudging' and How Does it Change Behaviour in Education?

What is 'Nudging' and How Does it Change Behaviour in Education?

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya

Supporting equitable access to learning via SMS in Kenya: Impact on engagement and learning outcomes

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