Goblins is the only math platform shown to double math growth.

It doesn't take much usage to see a notable effect. At just 2 problems a week (about 5 minutes a week), students achieved +0.237 standard deviations (SD) in NWEA MAP's conditional growth index (CGI) score, a nationally normed reference for how much a student grew above what they were expected to grow. This is roughly equivalent in the research literature to the difference between an average teacher and an excellent teacher. In other words, using Goblins is like taking your average teachers and turning them into your best. Another way to think about this is additional learning time, where 0.237 SD equates to about 3 added months of class time.

The Maryland researchers also found that increasing the dosage of Goblins beyond 2 problems per week was associated with more growth. Students who solved 10–19 problems a week grew 0.40 SD, and those solving 20 or more problems per week (about 30 minutes) grew 0.69 SD, or about 6.9 added months of learning.

This is still a low lift for teachers. It asks for less time than standard math platforms typically do, which makes Goblins a more effective use of screen time than alternatives.

For context, this effect is much larger than the effect sizes typically found for supplemental and intervention math products. To compare products on the same basis, the chart below assumes about 30 minutes of weekly use. For Goblins, that is roughly 20 or more problems per week.

Students who need math support the most have historically been the ones most poorly served by technology. Researchers call this “The 5% Problem”: most studies discard the 95% of students who did not meet the treatment threshold. Goblins may be the first to solve it. Roughly 51% of Goblins students reached the same level of growth featured by Khan Academy in its landmark study. That is about 10 times as many students.

Maryland also found something surprising: Hispanic students, students with an IEP, and English language learners appear to benefit much more from Goblins than their counterparts, showing about 0.8, 1.2, and 1.9 additional months of growth, respectively. This is unusual too. It highlights how Goblins' accessibility features, which let students speak and draw, and its ability to build confidence make it possible for students who might not engage in class to find new joy in math.