Adaptive mobile micro-learning for adult literacy in low-resource settings

Thesis Abstract

This study investigates how adaptive mobile micro-learning interventions can improve adult literacy outcomes in low-resource settings by leveraging contextualized, short-form content delivered through ubiquitous mobile devices. The problem addressed is persistent low literacy attainment among adults despite formal education opportunities, compounded by limited instructional time, scarce qualified teachers, and barriers to transport and scheduling. The aim is to evaluate the effectiveness, usability, and scalability of an adaptive mobile micro-learning platform that personalizes bite-sized literacy activities based on learner proficiency, motivation, and contextual factors such as language environment and daily routines. Specific objectives are (1) to design an adaptive micro-learning architecture that selects, sequences, and tailors literacy activities for adults; (2) to examine the impact of the intervention on reading fluency, comprehension, and job-related literacy tasks over a 24-week period; (3) to assess learners’ engagement, persistence, and perceived self-efficacy; (4) to evaluate the platform’s usability and acceptability among learners and facilitators; (5) to analyze cost-effectiveness and scalability in resource-constrained communities. A mixed-methods approach underpins the research, combining a quasi-experimental design with qualitative and usability investigations. The population comprises adult learners (aged 25–55) enrolled in community literacy programs across three low-resource districts in a mid-sized country. A sample of 420 participants will be recruited and assigned to an intervention group (n=210) receiving adaptive mobile micro-learning plus standard instruction, and a control group (n=210) receiving standard instruction alone. Data collection instruments include standardized literacy assessments administered at baseline, midline (12 weeks), and endline (24 weeks); platform analytics capturing engagement metrics (time-on-task, lesson completion, and adaptive pathway changes); a Likert-scale usability questionnaire; a validated anxiety and self-efficacy scale; and semi-structured interview guides for a purposive subsample (n=40) of learners and n=12 facilitators. The primary data analysis will apply hierarchical linear modeling to assess changes in literacy outcomes over time between groups, with covariates for age, gender, prior education, and baseline proficiency. Mediation analyses will test whether engagement and self-efficacy mediate the literacy gains. Thematic analysis will organize qualitative data to elucidate user experiences, perceived barriers, and facilitator perspectives. Usability data will be analyzed descriptively and triangulated with qualitative findings. A cost-effectiveness analysis will compare per-capita literacy gains against program costs, using incremental cost-effectiveness ratios. Key expected findings include (a) statistically significant improvements in reading fluency and comprehension for the intervention group relative to controls, with moderate-to-large effect sizes; (b) higher engagement levels and self-efficacy among adaptive micro-learning participants, mediating literacy outcomes; (c) favorable usability scores indicating high perceived usefulness and ease of use, with language and interface adaptations enhancing accessibility for low-literate users; (d) positive qualitative themes around perceived flexibility, contextual relevance, and the role of micro-breaks in sustaining practice; (e) demonstration of cost-effectiveness in scalable, resource-constrained settings, supporting broader adoption. The study contributes to knowledge by advancing understanding of adaptive, ICT-driven approaches for adult literacy under real-world constraints, offering a rigorously evaluated model that integrates instructional design, mobile learning, and learner psychology. It extends theoretical discourse on adaptive learning in adult education through empirical evidence on how personalization of micro-learning sequences affects literacy development, motivation, and persistence. The research informs policy and practice by providing a scalable blueprint for integrating mobile micro-learning into community literacy programs, with implications for curriculum design, teacher training, and funding prioritization. The main conclusion is anticipated to be that adaptive mobile micro-learning can yield meaningful literacy gains and higher learner engagement in low-resource settings when content is tightly aligned with local languages, daily routines, and job-relevant tasks, and when supported by ongoing facilitator involvement and accessible user interfaces. Recommended actions include scaling the platform across similar contexts with localized content packs, investing in facilitator training for ongoing support and data-informed decision-making, and exploring partnerships with local employers and municipalities to sustain program delivery and cost-effectiveness.