Learning with Audiobooks

Millions of students nationwide use text-supplemented audiobooks, learning tools that are thought to help those who struggle with reading keep up in the classroom. A new study from scientists at MIT’s McGovern Institute for Brain Research finds that many students do benefit from the audiobooks, gaining new vocabulary through the stories they hear. But study participants learned significantly more when audiobooks were paired with explicit one-on-one instruction — and this was especially true for students who were poor readers. The group’s findings were reported on March 17 in the journal Developmental Science.

“It is an exciting moment in this ed-tech space,” says Grover Hermann Professor of Health Sciences and Technology John Gabrieli, noting a rapid expansion of online resources meant to support students and educators. “The admirable goal in all this is: Can we use technology to help kids progress, especially kids who are behind for one reason or another?” His team’s study — one of few randomized, controlled trials to evaluate educational technology — suggests a nuanced approach is needed as these tools are deployed in the classroom. “What you can get out of a software package will be great for some people, but not so great for other people,” Gabrieli says. “Different people need different levels of support.” Gabrieli is also a professor of brain and cognitive sciences and an investigator at the McGovern Institute. 

Ola Ozernov-Palchik and Halie Olson, scientists in Gabrieli’s lab, launched the audiobook study in 2020, when most schools in the United States had closed to slow the spread of Covid-19. The pandemic meant the researchers would not be able to ask families to visit an MIT lab to participate in the study — but it also underscored the urgency of understanding which educational technologies are effective, and for whom.

“What we were really concerned about as the pandemic hit is that the types of gaps that we see widen through the summers — the summer slide that affects poor readers and disadvantaged children to a greater extent — would be amplified by the pandemic,” says Ozernov-Palchik. Many educational technologies purport to ameliorate these gaps. But, Ozernov-Palchik says, “fewer than 10 percent of educational technology tools have undergone any type of research. And we know that when we use unproven methods in education, the students who are most vulnerable are the ones who are left further and further behind.”

So the team designed a study that could be done remotely, involving hundreds of third- and fourth-graders around the country. They focused on evaluating the impact of audiobooks on children’s vocabularies, because vocabulary knowledge is so important for educational success. Ozernov-Palchik explains that books are important for exposing children to new words, and when children miss out on that experience because they struggle to read, they can fall further behind in school.

Audiobooks allow students to access similar content in a different way. For their study, the researchers partnered with Learning Ally, an organization that produces audiobooks synchronized with highlighted text on a computer screen, so students can follow along as they listen.

“The idea is, they’re going to learn vocabulary implicitly through accessing those linguistically rich materials,” Ozernov-Palchik says. But that idea was untested. In contrast, she says, “we know that really what works in education, especially for the most vulnerable students, is explicit instruction.”

Before beginning their study, Ozernov-Palchik and Olson trained a team of online tutors to provide that explicit instruction. The tutors — college students with no educational expertise — learned how to apply proven educational methods to support students’ learning and understanding of challenging new words they encountered in their audiobooks.

Students in the study were randomly assigned to an eight-week intervention. Some were asked to listen to Learning Ally audiobooks for about 90 minutes a week. Another group received one-on-one tutoring twice a week, in addition to listening to audiobooks. A third group, in which students participated in mindfulness practice without using audiobooks or receiving tutoring, served as a control.

A diverse group of students participated, spanning different reading abilities and socioeconomic backgrounds. The study’s remote design — with flexibly scheduled testing and tutoring sessions conducted over Zoom — helped make that possible. “I think the pandemic pushed researchers to rethink how we might use these technologies to make our research more accessible and better represent the people that we’re actually trying to learn about,” says Olson, a postdoc who was a graduate student in Gabrieli’s lab.

Testing before and after the intervention showed that overall, students in the audiobooks-only group gained vocabulary. But on their own, the books did not benefit everyone. Children who were poor readers showed no improvement from audiobooks alone, but did make significant gains in vocabulary when the audiobooks were paired with one-on-one instruction. Even good readers learned more vocabulary when they received tutoring, although the differences for this group were less dramatic.

Individualized, one-on-one instruction can be time-consuming, and may not be routinely paired with audiobooks in the classroom. But the researchers say their study shows that effective instruction can be provided remotely, and you don’t need highly trained professionals to do it.

For students from households with lower socioeconomic status, the researchers found no evidence of significant gains, even when audiobooks were paired with explicit instruction — further emphasizing that different students have different needs. “I think this carefully done study is a note of caution about who benefits from what,” Gabrieli says.

The researchers say their study highlights the value and feasibility of objectively evaluating educational technologies — and that effort will continue. At Boston University, where she is a research assistant professor, Ozernov-Palchik has launched a new initiative to evaluate artificial intelligence-based educational tools’ impacts on student learning.