Mobile-assisted indigenous language learning: RCT evidence from a school-based intervention in Peru

This study presents the results of an experimental evaluation of a pedagogical intervention based on the mobile application Quechua Collao, designed to strengthen Quechua skills as a second language among primary and secondary school students in schools with an Intercultural Bilingual Education (IBE) approach in Peru. The intervention combined the use of the app with a structured pedagogical guide and specialized teacher support. Results show positive effects on reading, listening, and speaking skills, with an overall impact of 0.137 standard deviations (SD) on a general assessment, and larger effects (0.330 SD) on a test aligned with the app’s content. In addition, increases were observed in the use of Quechua in public spaces (0.187 SD) and in interactions outside the family setting (0.176 SD). These effects were more pronounced among students with lower initial levels of Quechua proficiency and use, suggesting a contribution to processes of language revitalization. While no significant changes were detected in perceptions of Quechua or in experiences of discrimination, the increased use of the language reflects a shift in social practices. Taken together, the findings are promising: they offer a concrete pathway to address several barriers that hinder the effective implementation of IBE in Latin American classrooms.