02 · ACTIVE LEARNING
Learning by doing
A brain at work learns. Every lesson asks more than it tells.
- Short quizzes
- Drag and place
- Mini-games
The brain does the work, not the screen.
Research: Chi & Wylie, 2014
The science behind a better way to learn.
Story, choice, hint, win. Short lessons built on learning science, for every kind of brain.
01 · INSIDE A LESSON
Walk through a lesson
Eight steps, always in the same order. Choose a step.
Step 1 of 8: A story opens
A story opens
Every lesson starts as a little adventure with a mentor.
“Come on, let’s explore!”
02–05 · FOUR PRINCIPLES
What the science says, and how we use it
03 · DEEP THINKING
Beyond memorising facts
Open questions and gentle hints help connect ideas.
- Making connections
- Why questions
- A little more challenging
We practise how children think.
Research: Dunlosky et al., 2013
04 · PRACTICE AND FEEDBACK
Recall, feedback, improvement
Retrieval practice and timely feedback are well-studied approaches in learning science.
- Friendly checkpoints
- Immediate feedback
- Spaced practice
Mentors explain when it matters.
Research: Roediger & Karpicke, 2006 · Hattie & Timperley, 2007 · Cepeda et al., 2006
05 · PERSONAL AI
A path around your child
Pace and level adapt, lesson by lesson. Research on human tutoring inspires this design; it does not establish AI effectiveness.
- An appropriate level
- Images, voice and text
- No dead ends
Tomorrow’s lesson builds on today’s tricky parts.
Research: Wood, Bruner & Ross, 1976
06 · EVERY KIND OF BRAIN
Built for…
A place where a busy brain can stay.
Short lessons
Five-minute bites.
No timers
No clock or flashing screens.
Small wins along the way
Rewards throughout the lesson.
Pause when needed
Pick up where you left off, without a penalty.
One step at a time
One question on the screen.
A patient mentor
A friendly hint, even on attempt ten.
07 · WHAT WE DON’T DO
Learning should never feel mean
- No advertisements
- No streak pressure
- No belittling leaderboards
- No racing the clock
- No buzzers
How we work
Built with teachers and parents
We observe families and classrooms and adjust the things children stumble over.
Never finished
We keep making small changes and investigating what helps.
How we use data for research
- Only with a parent’s permission. Without it, nothing is used for research.
- Pseudonymised: we remove names, email addresses and contact details.
- We use the data to improve our lessons and products, and share it with universities for educational research under a data-sharing agreement.
- We never sell it.
- One choice for the whole account, which you can change at any time in parent settings.
These publications inform our design choices. They study learning principles, human tutoring and reading support; they do not establish the effectiveness of BrainBite or AI tutoring. That requires its own evaluation.
View the references (7)
- Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes Educational Psychologist, 49(4), 219-243. 10.1080/00461520.2014.965823
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. 10.1177/1529100612453266
- Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255. 10.1111/j.1467-9280.2006.01693.x
- Hattie, J., & Timperley, H. (2007). The Power of Feedback Review of Educational Research, 77(1), 81-112. 10.3102/003465430298487
- Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380. 10.1037/0033-2909.132.3.354
- Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. 10.1111/j.1469-7610.1976.tb00381.x
- Zorzi, M., Barbiero, C., Facoetti, A., Lonciari, I., Carrozzi, M., Montico, M., Bravar, L., George, F., Pech-Georgel, C., & Ziegler, J. C. (2012). Extra-large letter spacing improves reading in dyslexia Proceedings of the National Academy of Sciences, 109(28), 11455-11459. 10.1073/pnas.1205566109
Smarter learning, inspired by learning science.
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