Evidence

We encourage independent researchers to evaluate our software, to ensure it is the best it can be for the child.

Learn more about our research partners and the vital work they do in assessing children's learning outcomes.

Boys and girls in Malawi learn maths equally well through onebillion app, countering a global trend of gender differences

2019

Researchers from University of Nottingham and the University of Malawi found that the use of onebillion software to support the acquisition of reading and mathematics could also equalise learning opportunities for boys and girls in Malawi.

Despite a brief time using the onebillion maths apps, of just eighteen 30-minute sessions on average across the 14-month study period, girls’ attainment in mathematics was similar to that of boys. In contrast, for usual, class-based, teacher-led instruction, girls started to lag behind boys in learning mathematical skills.

XPRIZE field test in remote parts of Tanzania demonstrates accelerated learning for out of school children using onecourse

2019

As part of the Global Learning XPRIZE, onecourse and the other four finalist apps were evaluated in a 15-month trial with 2,700 children in Tanzania, to determine the efficiency of the software in a community setting.

At the beginning of the Global Learning XPRIZE field test, less than 10% of the participating children could read a single world in Swahili. After the field test, 45% of these children could read a word, with 30% reading full sentences.

Maths app intervention helps to close the gap in mathematics achievement for children at the start of school in the UK

2018

Laura A. Outhwaite and Professor Nicola J. Pitchford recently conducted a series of small-scale studies in primary schools across England.

In four controlled, pilot studies, we found young children in the UK who used the maths apps made strong immediate and sustained mathematical learning gains. Our results showed that using the maths apps helped close the gap in achievement between low-achieving children and their relatively higher achieving peers.

Interactive apps promote learning of basic mathematical skills in children with special educational needs and disabilities in Malawi

2018

Professor Nicola J. Pitchford from the University of Nottingham acted as the lead researcher for an innovative trial with children with special educational needs in Malawi.

Our results showed children with special educational needs and disabilities were able to interact with the tablet device and maths app software when delivered without additional assistive technology aids. We found that children made significant progress in learning basic mathematics and suggest this technology can provide an alternative means of education for these children.

Maths apps support maths development in UK primary schools

2014

Laura A. Outhwaite and Professor Nicola J. Pitchford from the University of Nottingham ran a similar RCT to that in Malawi, in a primary school in the UK.

In the first randomised control trial of the onebillion maths in the UK, we found significantly greater learning gains in mathematics when children used the maths apps either as a supplementary intervention or instead of a regular daily maths activity, in comparison to standard mathematics practice only. We suggest the onebillion maths apps can be used as part of a well-balanced early years curriculum.

Addition of new maths app equals better learning for children in Malawi

2014

Professor Nicola J. Pitchford from the University of Nottingham acted as the lead researcher for the first RCT in Malawi in 2014.

In the first randomised control trial of the onebillion maths in Malawi, we found the maths apps supported significant learning gains in mathematical skills over and above standard face-to-face mathematics practice or using tablet devices without the onebillion maths software.