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The why behind the firefly

Discover the evidence-based learning that drives Lumio's product development.

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Lumio Logic Model

This model outlines the ways students and educators use Lumio, the features that make it special, and the expected outcomes from integrating it into learning activities. Lumio is developed and updated based on this logic model, ensuring that product improvements lead to desired learning outcomes.

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Explore the why for
  • Button icon for 'Students' with a silhouette of a person, indicating a section for student resources. Students
  • Button icon for 'Educators' dedicated to teacher resources or access. Educators

What do students do with Lumio?

They actively engage in learning.

Hands-on activities

Engage in hands-on learning with interactive content

Flexible learning pacing

Connect to lessons synchronously or asynchronously to work at your own pace and take ownership of learning

Collaborative activities

Collaborate with peers through interactive workspaces to actively learn together

What makes Lumio special to students?

It increases student engagement and collaboration.

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Easy real-world application

Icon for interactive activities featuring images of interactive screens and user interface elements.

Individual, small group, or whole-class interactive activities

Icon representing game-based learning.

Game-based learning opportunities

Icon showing the concept of visual connections with a lightbulb connected to various abstract elements, denoting creativity and insight.

Create visual connections between concepts and concrete models

What do educators do with Lumio?

They amplify best teaching practices.

Transform content

Transform static content to create and deliver interactive lessons

Personalize learning and pacing

Toggle between student-paced and teacher-paced modes to personalize learning

Formative assessment tools

Check for student understanding with interactive formative assessment tools

Insights in real-time

Adjust lessons based on real-time feedback

What makes Lumio special to educators?

It makes learning more accessible.

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Flexibility to participate anonymously

Graphic symbolizing audio support for scaffolding learning.

Support scaffolded learning with instructional audio

Graphic representing building confidence and fluency through Immersive Reader technology.

Build confidence and support fluency with Immersive Reader

Icon of a clock surrounded by study materials, denoting the opportunity for asynchronous learning and time flexibility.

Opportunity to differentiate with asynchronous learning

It provides insight into learning.

Graphic for adjusting lessons, depicting various educational materials and tools suggesting customization or adaptation of teaching resources.

Gauge student progress

Graphic for real-time feedback, showing a notepad with a checklist and a pen, indicating the provision of immediate responses or evaluations.

Provide real-time feedback

Graphic representing educational progress with an upward trending graph and a star, symbolizing achievement and improvement over time.

Adjust lessons on the go

What does the data tell us?

Educators using Lumio agree that it promotes active learning, increases students' engagement in classrooms, and makes their lessons interactive.

Supports best teaching practices

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87% use Lumio to create lessons connected to real-life
Icon showing an 87% progress indicator in a circular format.
87% use Lumio to provide feedback to students in real-time
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93% adjust Lumio lessons on-the-go based on student progress
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96% provide more practice opportunities using Lumio

Increases accessibility

Icon showing an 87% progress indicator in a circular format.
87% use Lumio to gather student voice and provide autonomy
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80% use asynchronous learning opportunities through Lumio
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84% regularly use the student pacing feature for lesson delivery
Data is based on an internally conducted survey (Lumio Efficacy Survey). Respondents comprised of educators distributed evenly across K-12 grades and all subject areas.

Quick wins with Lumio

Student application

Improve student problem-solving, multimodal communication, and collaboration skills.

Comprehension and processing

Students construct knowledge to demonstrate understanding and master learning objectives through creative thinking and application.

Change in attitude

Empower students to take ownership of their own learning by improving practice and engaging in the process.

Long-term outcomes

Improve student mastery

Meet the needs of all learners to close achievement gaps and improve student mastery.

Boost student satisfaction

Help students find meaning and self-expression in their learning experience.

Increase retention rates

Engaged learners attend class more often, improving overall attendance and graduation rates.

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Lumio is backed by multiple Digital Promise certifications

Badge for Research-Based Design Product Certification issued by Digital Promise, with a blue and red ribbon design.
Digital Promise Learner Variability Product Certification badge in blue, red, and green.

Lumio isn’t just innovative — it’s grounded in research

Students and a teacher engaged around a table with a laptop, showing active participation and collaborative learning.

Ignite student engagement

Research shows that promoting student agency positively impacts student engagement and higher-order thinking.

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A teacher assisting a small group of focused students, illustrating hands-on learning and understanding.

Check for student understanding

Regular checks for student understanding with actionable feedback loops have positive outcomes on student learning and development.

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Teacher supporting a child with a tablet, highlighting the importance of accessible learning tools for students.

Increase student accessibility to learning

A Universal Design for Learning (UDL) approach facilitates inclusive and accessible classroom cultures, fostering collaborative problem-solving.

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Bring Lumio’s trusted learning platform to your school or district.
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Download this FREE PDF to share Lumio with your school or district administrator, so they can see exactly how Lumio can enhance learning.

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Citations
  • Astin, A.W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.
  • Black, P., Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability 21, 5–31. https://doi.org/10.1007/s11092-008-9068-5
  • Essam, R., & Passey, D. (2022) Identifying ‘best practices’ in education: Findings from a literature review. Lancaster University, Lancaster.
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and Mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
  • Glanville, J. L., & Wildhagen, T. (2007). The measurement of school engagement. Educational and Psychological Measurement, 67(6), 1019–1041. https://doi.org/10.1177/0013164406299126
  • Hollenbeck, K., Rozek-Tedesco, M. A., Tindal, G., & Glasgow, A. (2000). An Exploratory Study of Student-Paced versus Teacher-Paced Accommodations for Large-Scale Math Tests. Journal of Special Education Technology, 15(2), 27–36. https://doi.org/10.1177/016264340001500203
  • Jaggars, S. S., Edgecombe, N., & Stacey, G. W. (2013, April). Creating an effective online instructor presence. Report completed for the Community College Research Center, Teachers College, Columbia University, NY
  • Mandernach, B. J., Donnelli-Sallee, E., & Dailey-Hebert, A. (2011). Assessing course student engagement. In R. Miller, E. Amsel, B. M. Kowalewski, B.B. Beins, K. D. Keith, & B. F. Peden (Eds.), Promoting student engagement: Techniques and opportunities (pp. 277- 281). Society for the Teaching of Psychology, Division 2, American Psychological Association
  • Pascarella, E.T., & Terenzini, P.T. (2005). How college affects students: A third decade of research, Vol. 2. San Francisco, CA: Jossey-Bass.
  • Tullis, J.G., and Benjamin, A.S. (2011). On the effectiveness of self-paced learning. Journal of Memory and Language, 64(2) 109–118., https://doi.org/10.1016/j.jml.2010.11.002