Plataformas Digitales y Aprendizaje: Evidencia del uso de CREA en la Educación Primaria Uruguaya

Since its creation in 2007, and particularly during the context of school closures caused by the COVID-19 pandemic, Ceibal (Uruguay's state center for educational innovation with digital technologies) has established itself as a key actor in the national educational system. To promote the integration of technology into education, Ceibal has developed various learning platforms, most notably CREA. It is a learning management system (LMS) available to students and teachers in the public education system, offering a collaborative virtual environment that facilitates interaction, resource sharing, and educational content management. This study evaluates the effect of CREA usage on academic performance in reading and mathematics among public primary school students in Uruguay. Longitudinal data from Aristas standardized assessments are used, supplemented by administrative records of platform usage. The empirical strategy is based on the estimation of value-added and panel models, allowing for controls over individual characteristics, contextual factors, and students' prior academic performance. The results indicate that higher CREA usage is significantly associated with better academic performance in both assessed areas, suggesting that the platform can play a relevant role in improving learning outcomes.