We show one fact or piece of evidence before each test
Before each practice test, the tool shows one short research insight, chosen at random. There is a purpose behind this. The tool is deliberately calm and light on screen time. The research explains why that approach supports how children learn best. Each insight is drawn from peer-reviewed research or expert testimony and links to its source, so you can read further. The full set is below.
The evidence in full
Do screens in school help children concentrate?
The more time children spend on screens in school, the harder it can be to stay focused. Digital devices are designed to capture attention rather than support the stillness that deep learning needs.
Source: Dr Jared Cooney Horvath, written testimony to the U.S. Senate Commerce Committee, January 2026.
Does heavy screen use at school lead to better scores?
On international PISA assessments, students who use computers for more than six hours a day score significantly lower than those who use them less. The gap is roughly two letter grades.
Source: PISA 2022 data, reviewed in Horvath (2026), The Digital Delusion; Education Next.
Does reading a book help you remember more than reading on a screen?
An analysis of 54 studies with more than 171,000 participants found that reading on paper leads to better comprehension than reading on screens. This screen inferiority effect has grown larger over time.
Do school tech platforms beat a good lesson?
After synthesising research covering more than 20,000 studies, Horvath concluded that most general-use educational technologies perform below the effectiveness of ordinary classroom instruction.
Does more screen time in school improve reading, maths and science?
Drawing on PISA, TIMSS and PIRLS data covering millions of students over decades, higher daily screen exposure in school consistently corresponds to poorer scores in reading, maths and science.
Source: PISA, TIMSS and PIRLS data, cited in Horvath Senate testimony (2026).
Do screens make learning feel easy?
When children read on screens they often feel they have understood the material well, yet studies show their brains take in much less. Researchers call this poor metacognitive calibration. Screens can make us feel faster and smarter than we really are.
Is ed-tech improving how children perform in maths?
The 2022 PISA results showed a 15-point drop in mathematics, the largest single-cycle decline in the assessment's history, during the same period that schools expanded classroom technology.
Is writing by hand better for the brain than typing?
When students write by hand, brain scans show widespread activity across regions linked to memory, vision and motor control. Typing produces far less activity in the same areas, so handwriting engages the brain more deeply.
Source: van der Meer and van der Weel (2023), Norwegian University of Science and Technology.
Does classroom screen use improve children's performance?
Evidence from millions of students across international assessments shows that heavy classroom screen exposure is not improving learning outcomes at scale and in many cases is linked with declines across core subjects.
Source: Horvath Senate testimony (2026), citing PISA, TIMSS and PIRLS.
Do children who use fewer screens at school do better?
PISA and TIMSS data show that students who use classroom computers infrequently tend to score higher in maths, science and reading than those who use devices heavily every day.
Source: TIMSS 2019 and PISA 2022 data, reviewed in Education Next.
Can the brain focus while using screens for learning?
Even when devices are used for schoolwork, screens remain a source of distraction. They fragment focus and make it harder to build the sustained attention that real learning requires.
Source: Horvath Senate testimony (2026).
How much does the teacher relationship matter?
Research shows that the student and teacher relationship produces one of the highest measurable effects on learning outcomes and relies on genuine human connection that digital tools cannot replicate.
Source: Reviewed in Horvath (2026), The Digital Delusion; Education Next.
Is playing computer games a good way to learn?
Research has found that gamification can become a distraction from learning. When children focus on winning points or rewards rather than understanding the material, the game gets in the way of the lesson.
Does screen homework make it harder to concentrate?
Digital homework adds to the screen time children already build up during the school day. Research on attention and eye strain shows that extended near-screen work increases mental fatigue, making later tasks harder to focus on.
Source: American Academy of Ophthalmology guidance on digital eye strain; Horvath Senate testimony (2026).
Do learning game apps help children to think?
Studies show the motivational boost from gamified learning tends to be short-lived. Rewards like points and badges can raise effort at first, then lead to a drop in motivation, without building lasting understanding.
Is screen homework helpful for learning?
Research has found that students can feel frustrated when gamified elements seem irrelevant to the learning goal. The same devices used for homework also give instant access to games, videos and social media.
Source: Wulan et al. (2024).
Do points and prizes help real thinking?
A concern raised repeatedly in research is that gamification can shift children's focus toward earning rewards rather than understanding ideas, so they may finish tasks without genuinely engaging with the content.
Source: Wulan et al. (2024).
Is screen-based homework good for healthy brain development?
Screen homework extends total daily screen time beyond school hours. Experts including Horvath recommend time away from devices for physical play, reading and face-to-face interaction, all of which support healthy cognitive development.
Source: Horvath Senate testimony (2026); WHO screen time guidelines for children.
Can too much screen time affect eyesight?
A meta-analysis of 19 studies found a statistically significant link between high screen time and myopia in children and adolescents, with computer and television use showing the strongest associations.
Do children need technology embedded in learning to avoid being left behind?
No. A peer-reviewed study found there is no such thing as a child who becomes information-skilled simply by growing up around digital technology. Digital skills have to be taught and practised. Children who learn to read, write, think and concentrate deeply are well placed to master technology when they need it.
Source: Kirschner and De Bruyckere (2017), Teaching and Teacher Education, 67, 135.