ReadToMe^®

ReadToMe^® is an easy-to-use AI software equipped with sophisticated Text-to-Speech voice technology that enables multi-sensory reading and comprehension. The software has various features like Dictionary, Picture Dictionary, Translation, Pronunciation, Syllabification and Spelling that make learning easy and fun. By training itself on the students’ textbook, ReadToMe^® adapts seamlessly into the school curriculum. ReadToMe^® is available in various learning environments to support the learning needs of students across multiple use cases.

ReadToMe^® Solutions

In the classroom, students learn English in their regular English periods using ReadToMe School Edition. It is integrated with the school curriculum and the timetable.

ReadToMe Virtual Classroom brings the power of ReadToMe^® – the multisensory English reading and comprehension AI software – to enable teachers to teach and students to learn English online.

ReadToMe Student Edition is a self-learning tool. It enables students to learn anywhere, any time and at their own pace. It complements teacher-led learning with self-learning. It delivers technology-enabled support for students to read their English textbooks and is especially useful given that students from low-income backgrounds do not find adequate academic support outside school. The app has an intuitive and attractive UI for students and provides the same features that students are exposed to, in a teacher-led environment.   

The Learning Loop^TM

The 70-20-10 learning model proposed by Eichinger and Lombardo states that 10% of learning is teacher-facilitated, 20% of learning happens through peer interaction and 70% of learning is self-led through experiences and assignments. [1]

This learning model resonates with EnglishHelper’s Learning Loop^TM. In the Learning Loop^TM, students learn in a teacher-led environment using the ReadToMe^® platform – this could be in the classroom using ReadToMe School Edition, in a virtual environment using ReadToMe Virtual Classroom or through EnglishHelper’s Live English Classes. In all cases, the teacher influences the student and encourages self-study using ReadToMe^®. When the student is back home, she learns through ReadToMe Student Edition at her own pace, thereby completing the Learning Loop^TM.

In this study, we examine the engagement of students on the ReadToMe Student Edition app after having attended an online class using ReadToMe Virtual Classroom and thereby form a case for the adoption of the Learning Loop^TM.

Teachers’ Influence on Student Engagement

For this study, we sampled 385 online classes using ReadToMe Virtual Classroom conducted in the month of July 2021. These were conducted by 55 teachers. There are a total of 2,441 students who have registered on ReadToMe Student Edition and who correspond to the grades and schools where the teachers held online classes using ReadToMe Virtual Classroom. Thirty-two teachers conducted more than one class using ReadToMe Virtual Classroom.

We observed that after having attended an online class using ReadToMe Virtual Classroom, students exhibit increased engagement with ReadToMe Student Edition. In the graph below, we see that the number of minutes that students (aggregated) spend on the app increases after the ReadToMe Virtual Classroom touchpoint with teachers (conducted on Day 0).

Students’ Engagement after multiple online classes using ReadToMe Virtual Classroom

We then examined the engagement of students who had attended more than 1 online class using ReadToMe Virtual Classroom to see if engagement continues to remain high after subsequent touchpoints. To measure engagement, we examined the following:

• – number of students engaging each day on and after touchpoint
• – number of minutes for which each student engaged each day, on and after the touchpoint

For a robust sample, we examined students who had the opportunity to attend 4 online classes using ReadToMe Virtual Classroom. At the time of the analysis, a total of 916 students had registered with ReadToMe Student Edition from the grades where 4 online classes using ReadToMe Virtual Classroom were held (by 11 teachers). A total of 550 students are estimated to have attended the 4 online classes using ReadToMe Virtual Classroom. A hundred and fifty-five of those students engaged with the app, indicating a 28% engagement rate with the ReadToMe Student Edition app after the ReadToMe Virtual Classroom touchpoint.

Number of students registered with ReadToMe Student Edition (corresponding to 4 online classes using ReadToMe Virtual Classroom)	Number of students estimated to have attended online classes using ReadToMe Virtual Classroom	Number of students engaging with ReadToMe Student Edition after touchpoint	Engagement % with ReadToMe Student Edition after teacher touchpoint
916	550	155	28%

The number of students spending time as well as the time that each student spends on ReadToMe Student Edition increases after every touchpoint. It is interesting to observe that engagement with the app is sustained even after multiple touchpoints indicating that teachers’ influence positively impacts students’ engagement with the ReadToMe Student Edition app, thus helping to complete the Learning Loop^TM.

Conclusion

Teachers conducting ReadToMe^® classes play a key role in driving student engagement on the ReadToMe Student Edition app and self-learning. Engagement levels are sustained even after multiple exposures indicating retention of students on ReadToMe Student Edition.

Reference

[1] Gurvis, J., McCauley, C., Swofford, M., 2016, https://cclinnovation.org/wp-content/uploads/2020/03/talentmanagement.e-1.pdf?webSyncID=a067c934-a345-d052-5998-22b718ad6629&sessionGUID=2763646d-7478-98e4-0dc1-1c0096e139ee