RIPPLE

**RIPPLE COMMENT** According to Phys.org (emerging source), an analysis of data from 200,000 students using a computer-assisted math program has shown that even small amounts of online practice can improve math skills. The direct cause is the introduction and widespread adoption of computer-assisted learning platforms in post-secondary education. The effect is a potential shift towards mastery-based learning approaches, which focus on individual student progress rather than traditional credit hours or semester-long courses. This could lead to increased flexibility for students, allowing them to focus on specific skills without being tied to a fixed curriculum. Intermediate steps in this chain include the development and implementation of more adaptive learning technologies, as well as changes in teacher training programs that emphasize project-based and competency-driven instruction. These effects are likely to be seen in both short-term (improved student outcomes) and long-term (increased demand for online and flexible post-secondary pathways). The affected domains are primarily Education > Post-Secondary Pathways and Lifelong Learning, but also intersect with Technology Infrastructure and Innovation Policy. Evidence Type: Research Study Uncertainty: While the study provides promising results, it is uncertain whether these findings can be generalized to other subjects or student populations. Additionally, the long-term sustainability of this approach depends on continued investment in technology infrastructure and teacher training programs.