The Science
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OUR RESEARCH PARTNERS
We are evidence-based
We are committed to evidence-based learning at Akribian. Science is at the core of everything we do, meaning we continuously gather and apply knowledge through systematic, research-driven methods.
Our math game, Count on Me!, has been rigorously tested and validated through academically robust evaluation processes. This ensures that children are engaging with a learning experience that is proven to be effective.
For parents and teachers, this means confidence that the time children spend playing Count on Me! is meaningful, productive, and truly supports their development in math and problem-solving skills.
(CBT)
Cognitive Behavioral Therapy
The core principle of cognitive behavioral therapy (CBT) is positive reinforcement of correct behavior combined with clear, adaptive feedback for mistakes. The key idea is simple: if a student is struggling to learn, the focus should not be on the student - but on the teaching method or learning tool.
In collaboration with Karolinska Institutet, we conducted a large-scale study involving 2,000 students. The results showed that just 19 hours of training in our app led to the same learning progress as several months of traditional classroom instruction.
This makes it easier for students who need extra support to catch up in math, while also giving teachers more time to focus on the students who need it most.
We aim to transform the traditional one-size-fits-all teaching model, because we know that children learn differently and at their own pace. Every child deserves a personalized learning experience that adapts to their individual needs.
Our goal goes beyond simply converting traditional textbooks into a digital format. Instead, we are rethinking education from the ground up by combining research-based learning, gamification, and AI-powered personalization to create more effective and engaging ways for children to learn.
Why combine science and games?
Many popular homework-style learning apps lack scientifically validated and rigorously tested results. In many cases, there is limited or no evidence showing long-term, statistically significant improvement in children’s math skills.
Our educational math app, Count on Me!, is built on over ten years of gold-standard research, including work by Martin Hassler Hallstedt, Psychologist and PhD, focusing on evidence-based learning and cognitive development.
We can demonstrate that children who use Count on Me! significantly improve their math skills - by up to 60% compared to children who do not use the app for training.
Through a story-driven and gamified learning experience, children become more motivated to practice, less afraid of making mistakes, and more engaged in learning math consistently. Instead of seeing math practice as a chore, children are encouraged to return daily, building long-term learning habits and measurable skill development.
Ongoing studies and collaborations
University College of London and Oxford University
Dr Laura Outhwaite at University College of London and mathematics researcher Dr Ann Dowker at Oxford University will study the efficacy of Count on Me! on maths performance and maths anxiety for children using the app at home. This study (using a multiple single-case design) will start at the beginning of 2022.
Cambridge Mathematics
With this collaboration, Akribian has been given the permission to use the comprehensive framework on mathematics from Cambridge Mathematics to inform our product development.
Randomized controlled trials with 3 Swedish universities
Akribian is currently doing three ongoing RCT:s with top-ranked Swedish universities Karolinska, Lund University, and Uppsala University.
The goal of the studies is to evaluate the efficacy of Count on Me! for various populations: typically developing 5-6-year-olds respectively 7-9-year-olds, as well as intellectually disabled children.
One of the studies – the Minerva project – is the largest RCT ever to evaluate digital mathematics training, including 1800 students
Publications and list of papers
Hassler Hallstedt, M., & Ghaderi, A. Predicting Long-Term Response in a Mathematics Tablet Intervention. Submitted for publication. Included in the doctoral dissertation, Closing the Gap,
Hassler Hallstedt, M., Klingberg, K., & Ghaderi, A. (2018) Short and Long-Term Effects of a Mathematics Tablet Intervention for Low Performing Second Graders. Journal of Educational Psychology.
Hassler Hallstedt, M., & Ghaderi, A. (2018) Tablets Instead of Paper-Based Tests for Young Children? Comparability between Paper and Tablet Versions of the Mathematical Heidelberger Rechen Test 1-4. Educational Assessment.
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