Current research in learning and studying supports the modalities that Study Edge utilizes through video supported learning, one-to-one tutoring, and online tutoring. Each of Study Edge’s products promotes mastery learning techniques (Bloom, 1984) and encourages students to study smarter, not harder, utilizing the most efficient learning techniques supported by research. 

1. Video Supported Learning

Video supported learning is an effective way of supporting students in historically difficult courses. Research has shown that higher levels of logins, video views, and practice questions answered were related to higher scores when the students re-took an assessment. Students who utilized Algebra Nation by Study Edge at least 30 times over the school year demonstrated an improvement in scores, including students who are typically most at risk for failure. That’s why Study Edge encourages repeat usage of Study Edge applications to best support students.

Leite, W. L., Cetin‐Berber, D. D., Huggins‐Manley, A. C., Collier, Z. K., & Beal, C. R. (2019). The relationship between Algebra Nation usage and high‐stakes test performance for struggling students. Journal of Computer Assisted Learning. doi: 10.1111/jcal.12360

2. Connection Through Eye Contact

Eye contact has been proven to increase students’ motivation and concentration, according to research. Therefore, Study Edge videos are designed with constant eye contact to help students build connections with the Study Experts.

Zeki, C.P. (2009). The importance of non-verbal communication in classroom management. Procedia – Social and Behavioral Sciences, 1(1), 1443-1449. doi: 10.1016/j.sbspro.2009.01.254.

Musicus, A. Tal, A., & Wansink, B. (2014). Eyes in the aisles: Why is Cap’n Crunch looking down at my child? Environment and Behavior, 47(7), 715-733. doi: 10.1177/0013916514528793

3. Agency Through Differentiated Instruction and Personalized Learning

Students feel empowered and are more likely to succeed when they have agency in their learning. That’s why Study Edge videos let students choose between Study Experts, each with a unique teaching style and pace to match student preferences. Study Edge even offers a tool to help students pick their best match.

Koeze, P. A. (2007). Differentiated instruction: The effect on student achievement in an elementary school. Master’s Theses and Doctoral Dissertations. Retrieved from

4. Real-World Examples

Students learn best when they relate to the material. Study Edge’s content is tailored to include examples, references, and real-world situations that students recognize and can apply to their daily lives.

Bernard, S. (2010). Science shows making lessons relevant really matters. Retrieved from

5. Culturally Responsive Education Through Anonymity

Anonymity and peer instruction create a judgment-free zone for students to ask questions and get support from peers. Research also shows that students are more receptive to learning from one another. Study Edge’s apps are peer-driven and allow users to gain support and knowledge from one another through online tutoring and wall posts.

Salyers, F., & McKee, C. (n.d.) The young adolescent learner. Annenberg Learner. Retrieved from

6. Instructor Presence

Instructor presence in instructional videos positively influences participants’ perceived learning and satisfaction of topics and leads to a lower level of self-reported mental effort for difficult topics, plus it improves recall for easier information, according to the research on Study Edge’s Algebra Nation videos. This is why Study Edge has promoted instructor presence in both its videos and its online tutoring platform, GoBoard.

Wang, J., & Antonenko, P.D. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71,  79-89. doi: 10.1016/j.chb.2017.01.049

7. Collaborative Study

Research shows that students who collaborate in carefully designed and monitored online communities—like Study Edge’s Algebra Wall—can achieve deeper learning and better outcomes.

Boccardo, J., Kauffman, B., & Bailey, A. (2016). How education technology can help foster social and emotional skills. Retrieved from

Brindley, J.E., Walti, C., & Blaschke, L.M. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distance Learning, 10(3). Retrieved from

8. Practice Test and Immediate Feedback

Immediate feedback can help students improve their math results, but most students receive less personalized feedback than they need to while learning tough-to-tackle concepts. Study Edge’s Test Yourself! Practice Tool quizzes students, provides immediate results and directs them to resources that target gaps in their understanding, so the feedback can be immediate and impactful. Research has shown that practice testing is one of the most effective learning strategies, which is why it plays such a prominent role in the Study Edge app. 

Kehrer, P., Kelly, K., & Heffernan, N. (2013). Does immediate feedback while doing homework improve learning? Proceedings of the Twenty-Sixth International Florida Artificial Intelligence Research Society Conference. Retrieved from

Bransford, J.D., Brown, A.L., & Cocking, R.R., Editors (2000). How people learn: Brain, mind, experience, and school. National Academy Press, Washington, D.C. Retrieved from

Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., Willingham, D.T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1) 4–58. doi: 10.1177/1529100612453266

9. One-to-One Learning

Research has shown that students tutored one-to-one using mastery learning techniques (such as cues and explanations, feedback, and reinforcement) performed two standard deviations better than students who learned via conventional instruction methods. GoBoard and Tutor Matching Service make one-to-one tutoring accessible for more students. Moreover, Study Edge videos provide the effects of one-to-one tutoring in a group setting by utilizing mastery learning techniques, including eye contact and instructor engagement.  

Bloom, B.S. (1984). The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher, 13(6), 4–16. Retrieved from