Evidence Generation
Asia
Evidence Generation
Asia
Around the world, educational technology (edtech) in the classroom has grown in use to provide students with an engaging, personalized learning experience. However, despite the potential of edtech in improving learning—especially when it is tailored to students’ learning level1—its effectiveness is largely dependent on how well it is integrated into the curriculum.2 For school officials, this creates the challenge of determining how to support teachers in meaningfully using technology in their teaching practices.
The demand for adaptive edtech became more urgent when schools reopened in the aftermath of COVID-19, particularly in Belize. Just 55 percent of households with school-aged children had consistent Internet access and at least one device for learning during the pandemic,3 with rural and low-income households often left out. As a result, in a national assessment, English scores dropped by 11 points and math scores dropped by 13 points.4 To overcome these challenges, there is a pressing policy need to not only use adaptive edtech to help speed up classroom learning but also enhance equitable technology access.
To help address learning gaps and strengthen edtech use in the classroom, the Government of Belize introduced Doodle Learn, an adaptive learning software designed for students aged 10–12. The platform creates personalized learning pathways that allow students to reinforce and accelerate their knowledge in math, reading, and other future-ready skills at their learning level through short, interactive activities.
Doodle Learning also generates real-time feedback that enables teachers to tailor lessons to student needs, making classroom instruction more targeted and responsive. Importantly, the software was developed with inclusivity in mind, aiming to ensure that all students—regardless of background or ability—can benefit from engaging, self-paced learning. Can Doodle Learn help close learning gaps and improve equity in education across Belize?
In collaboration with IPA and the Belize Ministry of Education, Culture, Science, and Technology, researchers conducted a randomized evaluation to measure whether Doodle Learn improved students’ math and reading skills. They also measured the platform’s impact on their self-efficacy in academic subjects and perceptions about different aspects of technology.
The intervention involved 70 schools (1,900 students aged 10-12), which were randomly assigned equally to either receive the Doodle Learn platform or serve as a comparison group.
The evaluation found that Doodle Learn had a mixed impact on learning. While it did not improve math scores, it did lead to gains in English for students over time. Beyond test scores, the platform influenced how students experienced learning and technology. Those who used Doodle Learn more actively reported greater confidence in their math abilities and felt they had better access to technology. At the same time, many students expressed frustration with the platform’s usability, and girls reported less equal access compared to boys.
These outcomes were shaped by implementation challenges. Limited classroom time, unstable internet, a short rollout period, device malfunctions, and insufficient teacher support prevented the program from reaching its full potential.
Taken together, the findings highlight an important lesson: technology alone is not enough. For edtech to translate into meaningful and equitable learning gains, it must be supported by curriculum integration, trained teachers, reliable infrastructure, and a deliberate focus on inclusion.
1. Banerjee, A. V., Cole, S., Duflo, E., & Linden, L. (2007). Remedying education: Evidence from two randomized experiments in India. The quarterly journal of economics, 122(3), 1235-1264.
Escueta, M., Nickow, A. J., Oreopoulos, P., & Quan, V. (2020). Upgrading education with technology: Insights from experimental research. Journal of Economic Literature, 58(4), 897-996.
2. Escueta et al 2020
3. Ministry of Education, Science and Technology, 2021. The Belize Education Sector. Plan 2021-2025.
4. Näslund-Hadley, E., Alonzo, H., Villanueva, N., Gideon, R., & Flowers, Y. (2023). The effects of the COVID-19 pandemic on education outcomes in Belize.
