Education researcher Angela Duckworth is investigating methods to encourage teachers to consistently use an online math platform designed to boost student performance. Her research draws parallels to how online retailers attempt to re-engage customers with targeted discounts.
Duckworth’s work focuses on finding effective incentives that would motivate educators to log in regularly to the digital math tool, which was created to help teachers improve student academic outcomes in mathematics.
The Challenge of Digital Tool Adoption
The research highlights a common problem in educational technology: getting teachers to consistently use digital resources that could benefit their students. Despite the potential advantages of these platforms, teacher engagement often remains inconsistent.
Similar to how e-commerce businesses might offer a 10% discount on items a customer has shown interest in—such as a pair of boots they’ve been viewing—Duckworth is examining what types of incentives might work best in an educational context.
The comparison to retail marketing strategies suggests that Duckworth may be applying behavioral economics principles to the field of education, testing whether techniques that work in consumer settings might also be effective with teachers.
Improving Math Education Through Technology
The online math platform at the center of Duckworth’s research represents one of many digital tools developed to address challenges in mathematics education. These platforms typically offer resources such as:
- Customizable lesson plans and activities
- Data analytics to track student progress
- Targeted intervention suggestions based on student performance
- Professional development resources for teachers
For these tools to make a meaningful impact, however, consistent teacher engagement is essential. Duckworth’s research aims to identify the factors that might increase this engagement.
The Science of Motivation
Duckworth, known for her research on grit and perseverance, appears to be extending her work into understanding the motivational factors that influence teacher behavior and commitment to using educational technology.
“Today is perfect for” exploring these questions, Duckworth noted, suggesting an optimism about finding solutions to the engagement challenge.
Her research may have significant implications for how educational technology companies design their user engagement strategies and how school districts implement new digital learning tools.
The study also raises questions about the types of incentives that might be most effective in educational settings—whether they’re financial rewards, recognition, evidence of student improvement, or other motivational factors that resonate specifically with teachers.
As schools continue to invest in digital learning platforms, understanding how to ensure these tools are used consistently and effectively becomes increasingly important for maximizing their impact on student learning outcomes.
The results of Duckworth’s research could provide valuable insights for educational technology developers, school administrators, and policy makers seeking to improve the implementation and adoption of digital learning tools in classrooms across the country.
