Digital learning platform adoption, learner engagement, and achievement in Indian secondary schools
TL;DR
Findings indicate widespread teacher adoption, extensive use of curriculum-aligned resources, and positive student engagement in India's DIKSHA through four dimensions, which proposes a multidimensional framework for evaluating public educational technology initiatives beyond access and usage indicators.
Abstract
National digital learning platforms are increasingly used in developing educational systems, yet evidence linking adoption to meaningful learning outcomes remains limited. This study examines India's Digital Infrastructure for Knowledge Sharing (DIKSHA) through four dimensions: teacher adoption, learner engagement, learning evidence, and implementation constraints. A convergent mixed-method design was employed with 288 teachers and 336 students from 48 government secondary schools in Odisha, India. Data were collected through structured questionnaires, a curriculum-based pre-post achievement assessment ( n = 35), and thematic analysis of open-ended responses. Findings indicate widespread teacher adoption, extensive use of curriculum-aligned resources, and positive student engagement. Achievement scores improved significantly from pre-test to post-test, t(34) = 4.41, p < .001, with a moderate-to-large effect size (d = 0.75). Connectivity issues, time constraints, and technical difficulties emerged as key barriers. The study proposes a multidimensional framework for evaluating public educational technology initiatives beyond access and usage indicators. Limitations include the single-district geographic scope, a small achievement assessment subgroup ( n = 35), and a cross-sectional survey design that precludes causal inference.