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What drives educational technology adoption in classrooms serving young children? Evidence from two experiments

Author

Listed:
  • Bresciani, Daniela
  • Kalil, Ariel
  • Michelini, Michelle
  • Shah, Rohen

Abstract

As new education technology applications emerge, teachers and school leaders must decide which ones to endorse. What influences these decisions? This study examines how information about two aspects of ed tech apps—efficacy and popularity—affects educators' choices to adopt them. We present causal estimates from two experiments: a within-subject survey of 1,104 teachers (pre-K through grade 4) and a between-subjects experiment with 154 school leaders. In the first experiment, providing teachers with a cue about strong research evidence increased their likelihood of recommending a math learning app by 0.24 SD (compared to a no-cue control), while a peer-popularity cue raised it by 0.21 SD; using both cues together led to a 0.30 SD increase. In the second experiment, showing school leaders an informational video about a math app’s popularity and research evidence did not significantly increase their likelihood of recommending the app or their willingness to pay for it.

Suggested Citation

  • Bresciani, Daniela & Kalil, Ariel & Michelini, Michelle & Shah, Rohen, 2025. "What drives educational technology adoption in classrooms serving young children? Evidence from two experiments," Economics Letters, Elsevier, vol. 257(C).
    • Handle: RePEc:eee:ecolet:v:257:y:2025:i:c:s0165176525005178
    DOI: 10.1016/j.econlet.2025.112680
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    References listed on IDEAS

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    Keywords

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    JEL classification:

    • C91 - Mathematical and Quantitative Methods - - Design of Experiments - - - Laboratory, Individual Behavior
    • D91 - Microeconomics - - Micro-Based Behavioral Economics - - - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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