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Mobile games can foster the early mathematics skills of children in poverty at home. This randomized controlled trial examines the efficacy of Escribo Play, an evidence-based, game-enhanced early mathematics program with an initial pool of 2980 first-grade students from 267 classrooms in 132 schools located in Brazil. The intervention reached 47% of the children who installed and used the application. Students from 56 classrooms (20%) did not use the application. The intervention retained 51% of those who installed the application. Children of the experimental group who played Escribo Play advanced 2.27 times more than the increase of the control group for number identification, 2.78 times more in count-sequence, 1.73 times more in geometric shape, and 1.41 times more in spatial sense. The overall reduction in disparities between participants from pretest to posttest of the experimental group was 9.1 times higher than the control group, indicating that the intervention reduced learning inequality for those that played the games. The higher gains observed among those children who used Escribo Play may be attributed to its interactive nature, employing evidence-based instructional strategies with engaging and interactive content (i.e., animation and games). The cost per pupil is much lower than reported in 90% of other educational interventions. The application is easy to scale and provides learning gains for first-grade students. • The intervention retained 51% of the children. • Students who played advanced 2.27 times more in number identification. • They advanced 2.78x more in count-sequence and 1.73x more in geometric shape. • On average the children that played advanced twice more than the others. • Learning disparities were reduced 9.1 times more among the children that played. [ABSTRACT FROM AUTHOR]

Can mobile games foster the early literacy skills of children in poverty? This pioneering study examines the barriers faced to implement an evidence-based, game-enhanced educational phonological and phonemic awareness program in 12 public schools serving students in poverty in a developing country. The deployment team adequately mitigated barriers such as the lack of proper information and communication technologies and school staff shortages. School interruptions due to sports events, three strikes, and rain that flooded the streets where children in poverty lived challenged the implementation of the intervention. In addition to discussing barriers we faced in the implementation, we also examined the mobile-based intervention's efficacy on 351 kindergarten students' word reading and writing skills. The experimental group children grew 3.63 times more than the control group in reading (d = 0.67) and 2.78 times more in writing (d = 0.36). Compared to 495 high-quality interventions, the Escribo Play effect size ranked above 90% of them. Its per-pupil cost is equivalent to one percent of the average educational intervention cost. Compared with 104 reading interventions conducted in kindergarten, the Escribo Play effect size was 3.35 times stronger than the reading intervention benchmark. • ICT and staffing issues of schools serving children in poverty were mitigated. • School closures due to strikes, floods and sports events harmed the delivery. • Children advanced 3.63 times more in reading and 2.78 times more in writing. • The effect of the games was 3.35 times stronger than 104 reading interventions. • Mobile-based reading instruction was 2.79 times more effective than computer-based. [ABSTRACT FROM AUTHOR]