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Byju's The Learning App: An Investigative Study On The Transformation From
Traditional Learning To Technology Based Personalized Learning
Article in International Journal of Scientific & Technology Research · March 2020
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Byju’s The Learning App: An Investigative Study
On The Transformation From Traditional
Learning To Technology Based Personalized
Learning
Sruthi P, Dr. Sangeeta Mukherjee
Abstract: Technology has drastically improved the existing educational system over the past fifteen years. ‘Self-learning,’ using online
platforms, has replaced the traditional rote learning. The umbrella of technology-based educational system incorporates multitudes of
learning apps. Byju’s - The Learning App (Byju’s) is India’s largest educational app with over 3, 00,000 annual subscriptions. The learning
app uses a blend of content, media and technology to make learning more interactive and interesting among the students. It al so promotes
personalized learning among the users. In this context, the current study seeks to explore a select group of high school and higher
secondary students from CBSE and Kerala State Board and interpret their feedback to examine the transformation from tradition al learning
to technology-based personalized learning. This paper also demonstrates how Byju’s app facilitates and improves the teaching-learning
experience among the students of Kerala.
Index Terms: Constructivism, Online Learning Platforms, Byju’s, Traditional Learning, Personalized Learning, M-Learning, Technology, Learning Apps.
————————————————————
1 INTRODUCTION
Learning styles have significantly changed over the years.
Gone are those days when we memorized the concepts and
put it down during exams. The current teaching-learning
environment prefers personalized learning. The teacher is now
a facilitator, a mentor and a guide. He/she is not just a content
provider. The teacher constructs knowledge through
interaction with the students. The students do all the work and
the teacher guides them. This method of Constructivism was
put forward by John Dewey (1859-1952), Bruner (1915-2016),
Piaget (1896-1980) and Lev Vygotsky (1896-1934).
“Constructivism is the philosophical and scientific position that
knowledge arises through a process of active construction.”
(Mascolo and Fischer, 2005, p. 49). The strategy of
constructivism is against the Behaviourist theory propounded
by Pavlov and Thorndike, which is based on the idea that
learning happens through conditioning. The modern strategies
of teaching and learning are highly rooted in Constructivism.
The facilitators construct the knowledge through the active
participation of learners. Learning is student-centred and the
students are autonomous. Teachers promote critical thinking of
the students. They guide their students to find solutions to a
problem.The modern learning is highly technology oriented.
Teachers make use of modern amenities like smart boards,
projectors, audio-visual aids, and online sites for teaching.
Teaching and learning materials are available at the click of a
button. The internet, which is the largest network, has become
a major tool for teaching-learning process. Multimedia
resources, blogs, online forums, online libraries and various
websites, provide information necessary for the user.
Students all over the world make use of these modern
technologies for learning. Majumdar opines,Teachers and
students alike can make use of multimedia courseware which
helps to promote affective learning that is more engaging and
learner-centred. The students can relate their course of study
to real life events and make use of individual learning styles
that suit their needs. One of the most important aspects of
multimedia courseware is that it encourages higher order
thinking skills and helps for knowledge construction.
(Majumdar, 2006)One of the latest trends in teaching is M-
learning or Mobile-learning. “M-learning combines both mobile
computing and e-learning, which includes online resources,
rich interactive content, strong support for affective learning
and performance-based assessment” (Quinn, 2001). As
smartphones have become common among students,
educators around the world have started using smart phones
to impart learning. App based learning is one of the features of
M-learning. A huge array of educational apps is available for
the learners which help them in personalized learning.
Learning through apps is self-paced and are optimized for the
needs of each learner. Educational apps like Meritnation,
SoloLearn, Coursera, Unacademy, Byjus: The Learning App,
etc. are designed keeping the learner in mind. Byjus for
instance is one of the biggest educational apps in the world.
Once a startup, Byjus now caters to almost 300 million
students in India. The app uses 3-D animation, motion
graphics and visual effect technique to provide an immersive
learning. Started by Byju Raveendran from Kerala, Byju’s is
now the most valued Edtech Company in the world. This paper
aims at analyzing the effectiveness of Biju’s App on
transforming Indian education scenario. It focuses on a group
of high school and higher secondary students from CBSE and
Kerala State Board and analyse their feedback to inspect how
the App promotes personalized learning.
_______________________________________
• First author, Sruthi P is currently pursuing PhD in English in VIT
University, Vellore, India. E-mail: psruthipalliyalil@mail.com
• Co-Author, Dr. Sangeeta Mukherjee is currently working as a
Senior Assistant Professor in VIT University, Vellore, India. E-
mail: sangeetamukherjee70@mail.com

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2 HYPOTHESIS
These are the hypothesis formulated in the paper:
 How does M-Learning serve as a constructive
learning technique?
 Indian students fully depend on traditional methods of
learning.
 Indian students do not fully depend on traditional
methods of learning.
 Byju’s App as a great impact on the students’
personalized learning experience.
 Byju’s App doesn’t have a great impact on the
students’ personalized learning.
3 REVIEW OF LITERATURE
Numerous researches and studies have been conducted upon
the effectiveness of various teaching-learning methods.
Teaching-learning process has evolved drastically over the
years. Modern teaching-learning process uses the strategy of
Constructivism. Constructivism theorizes the fact that, learning
is an individual activity. “In the Constructivist model, teacher
does not behave as a sage on stage, but acts as a facilitator of
learning,” (Singh and Sangeeta, 2015, p. 2). In the
constructive learning process students do not sit idly remain as
passive gainers of knowledge but are active constructors of
“knowledge through experience, observation, documentation,
analysis and reflection,” (Singh and Sangeeta, 2015, p. 4).
Constructivist teachers encourage students to constantly
assess their understanding. Students in a constructivist
classroom attain expertise in learning through the act of self-
questioning and analyzing the strategies they undergo. (Bada
and Steve, 2015). Shumaila Bhutto and Imran Umer Chhapra
(2013) in the paper, "Educational Research on Constructivism -
An Exploratory View," opines that teachers who are part of the
constructive process “should receive appropriate training with
awareness of overall progress and the quality and quantity of
support and practical suggestions” (P. 23). The training the
teachers undergo and the qualitative and quantitative
assessments they make increase the validity of Constructive
methodology.Constructive methodology of teaching and
learning can be applied to a whole array of subjects. Dr. Sunita
Singh and Sangeeta Yaduvanshi (2015) in the paper,
“Constructivism in Science Classroom: Why and How,”
propounded that “Constructivism is helpful in the learning of
Science in true sense i.e., not only as a body of knowledge but
also as a process for making sense of surroundings,” (P. 4).
Students’ learning through Constructivist approach “did have
some impact on their performance in Mathematics in terms of
their understanding and applicability and that they were able to
integrate their learnt concepts to construct knowledge,” (Nayak,
2013, p. 13). Constructive techniques ensure that students
learn difficult subjects with effectiveness and ease.
Constructivism enhances the students to be critical learners.
Rote learning was a strategy of the past. Modern learners learn
by understanding the concept. Renu Yadav (2016) in "Role of
Constructivism in Learning," opines that in the Constructive
classroom, scaffolding helps the students to “develop the ability
of reflection,” (P. 96). It enhances their capacity to develop
“critical voice and shared vision” (P. 96) which helps to increase
their academic output and also helps them to develop
leadership qualities and enhance “socio-emotional learning,” (P.
96). In the modern education scenario, M-learning has a
serious impact on the teaching-learning process. Adnan
Majeed (2015) in the paper, "Survey Paper on Mobile Learning
and Education," explicates that Mobile Learning transforms the
entire educational scenario and it has lot of business and
education applications. Students increasingly use
smartphones, tablets, iPads, PDAs, online education apps to
improve productivity in their studies. “Mobile learning apps can
be very useful in the higher education environment,” (Ansari,
2017, p. 33). Studies show that students have adequate
knowledge, awareness and know-how of mobile technology
and the Internet. Students highly agree that mobile learning
apps are very important for their learning and research
purposes. Modern educational scenario expects that learners
and instructors should prepare themselves for the next
generation of teaching and learning. Teachers should have the
technical skills to impart knowledge in an effective manner
which can be easily comprehensible to the students. M-
learning can help both the students and teachers to solve the
problems of “traditional learning system,” (Sarrab, Laila and
Hamza, 2012, p. 35). M-learning access as a handy system
that interact with the learner and teacher and facilitates
teaching-learning process. Both teachers and students need a
proper and handy system to interact with each other and
facilitate the teaching-learning process. “M-learning systems
are not to replace the traditional classrooms, but they can be
used to complement the learning process in our schools and
universities,” (Sarrab, Laila and Hamza, 2012, p. 35). Radovan,
Vrana (2018) in "Acceptance of Mobile Technologies and M-
learning in Higher Education Learning: An Explorative Study at
the Faculty of Humanities and Social Science at the University
of Zagreb," says that mobile technology gets highly integrated
into the personal and working environment of the students. He
suggests that academic institutions should promote M-learning
by incorporating it into their curriculum. Ann Marie Casanova
(2018) in her paper, "Case study - Cultivating a love of learning
in K 12: BYJU’s: How a Learning App is Promoting Deep
Conceptual Understanding that is Improving Educational
Outcomes in India (English)," elucidates that Byju's App “wants
to revolutionize the way millions of students think and learn” (P.
21) effectively. The App ensures that it cultivates a generation
of learners who have a curiosity present in them to learn more,
dream more, and become more.
4 SIGNIFICANCE OF THE STUDY
M-learning is growing at a rapid pace in India as more and
more institutions, teachers and students use online platform
for study. Indian teachers use both traditional and modern
strategies for teaching. Blended-learning which uses both the
conventional and modern strategies is gaining in popularity.
The teachers of modern day are expected to have the
technical know-how of using modern classroom technologies.
Slowly but steadily, Indian classrooms are becoming smart.
Students are trained in information technology right from the
primary level. As internet and allied technologies are getting
cheaper and more widespread, more students can lay their
hands on m-learning. Byju’s is one of the most important
players in Indian education system. They provide a host of
services like aid for competitive exam preparation, school-level
study materials, home learning program, etc. Byju’s, one of the
most valued edtech companies in the world, has played a
major role in transforming Indian education scenario. The
company has raised investments from big players like Chan-

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Zuckerberg Initiative, Tencent, Lightspeed Venture and Sofina.
The company is expected to grow more as it now caters an
international audience.The present study aims to provide
authentic information for students, parents and educators
about the various improvements that learning apps bring in the
field of teaching-learning process. Byju’s App, one among the
M-Learning apps, helps studying difficult subjects by making
concepts easily comprehensible. This paper helps others to
investigate and get a clear picture of the possibility of Byju’s
App in enhancing personalized learning. The findings of the
study will also be useful to understand how far Byju’s App
transforms the traditional scenario of learning, by incorporating
modern methods of self-learning techniques. Further, this acts
as a reference point to other interested scholars to do more
researches in this area.
5 RESEARCH DESIGN
This paper titled “Byju’s - The Learning App: An Investigative
Study on the Transformation from Traditional Learning to
Technology Based Personalized Learning among High School
and Higher Secondary Students” uses Quantitative
Methodology of research to analyse data collected through
questionnaires which were sent through Google Forms. The
objectives of the study include:
 To identify how Byju’s app acts as a facilitator.
 To investigate the students’ transformation from
traditional learning to technology based modern
learning.
 To find out how far Byju’s app promotes learning.
The study has been conducted from the theoretical
perspective of Constructivist Pedagogy, and its effectiveness
in a technology assisted self- learning process, using
Descriptive and Inferential methodology of analysis. The
questionnaire comprised of 10 multiple choice questions in
order to find the responses from random learners who are
currently subscribed to Byju’s app. Questions were asked in
order to comprehend the effectiveness, easiness, comfort,
interactivity, and personalized experience of using the app.
Personal data of the respondents too were collected. The
statistics was analyzed and computed into pie charts. The
respondents answered to the multiple-choice questions and
they chose their answers based on their individual
perceptions.
6 DATA COLLECTION PROCESS
Data Collection in research can be defined as the process of
collecting and measuring information in a systematic manner
so as to answer research questions, test hypothesis and
evaluate outcomes. For collecting data for this study, the
researchers chose learners from class VIII to XII, of both
CBSE and State Boards. Questionnaire has been distributed
to learners from over 25 schools in 5 Districts of Kerala,
namely, Kannur, Malappuram, Palakkad, Thrissur and
Thiruvananthapuram; in order to find out how Byju’s App
transforms and influences their study behaviour. They have
been given around two weeks to fill the questionnaire and
return the same to the researchers. The learners who use the
app actively participated in filling out the questionnaire. From
the 115 respondents, 100 have been selected for the research
paper. Others were omitted as data filled were incomplete.
Diagram 1
Diagram1. shows the number of students participated from Kannur,
Malappuram, Palakkad, Thrissur and Thiruvananthapuram districts of
Kerala. 50 students responded from Kannur, 34 from Malappuram, 8 from
Palakkad, 6 from Thrissur and 2 from Thiruvananthapuram.
Gender
100 Responses
Chart 1
Chart1. Shows the percentage of male and female student respondents.
52% learners were males and 48% were females. Chart 2. depicts the
board of study of the learners. 58% of the total respondents were State
Board (Kerala Syllabus) and 42% were from CBSE. From the CBSE
Board, 8 males and 34 females responded and from the State Board, 40
males and 18 females responded.
Board
100 Responses
Chart 2
7 FINDINGS AND DISCUSSIONS
The data was collected from the respondents and were
collated for analysis based on statistical models. Statistical
models help to provide an inference or a conclusion from a
small population. Bar Diagrams, Pie Charts, Tables and Line
Graphs were used to illustrate the data collected. After the
effective representation of data, the researchers could analyse
the data through Inferential Analysis and Descriptive Analysis.
Inferential Data Analysis is a type of analysis that helps to test
theories based on the samples collected from a group of

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subjects. Descriptive Data Analysis describes the main
features of the data collected quantitatively. The tagline of
Byju’s App is “Fall in Love with Learning.” Advertisements of
the App claim that the App makes concepts easy and makes
learning a pleasurable experience through the use of
technology. The researchers analysed how the modern
learning techniques used by Byju’s App help in the
transformation of learning among the users. The responses
collected from the questionnaire given to the learners were
thoroughly analysed based on Descriptive and Inferential
Methods of research. The analysis of the study helped to draw
certain inferences on the app. The particulars considered for
this regard include, Penetration of the App among students,
Scope, Attractiveness, Easiness, Subject Focus,
Effectiveness, Personalized Learning, etc. Each particulars
selected here were chosen based on the questionnaire
distributed among the learners. Advertisement through Visual
media like television, and New Media like the Internet helped
the App to reach a wider audience. 74% of the learners heard
about the app through advertisement. 70% of the learners use
the App to understand concepts, 24% for exam preparation,
4% for doing homework and only 1% for doing revisions. From
this, it can be understood that the learners give more
importance to learning concepts rather than rote learning.
68% of the respondents found the App to be attractive and
interesting in learning difficult subjects like Mathematics and
Science. 60% of the learners use the app for 30 minutes to 1
hour. Only 14% use the app for more than an hour. From this
data, it can be understood that the app is used only as a tool
for learning concepts and not used during the entire study
time. 72% of the students opined that the App helps them in
exam preparation. 46% of the respondents claim that they use
an educational app other than Byju’s. The table given below
shows the findings of the study.
FINDINGS OF
THE
STUDY
SI.
NO
PARTICU
LARS
1. Penetrati
on of the
App
Advertise
ment-
74%
School-
12%
Famil
y-
10%
Printe
d
Media
-4%
2. Scope Understan
d
Concepts-
70%
Exam
Preperatio
n-24%
Hom
ewor
k-4%
Revisi
on-1%
3. Attractive
ness
Good-
68%
Average-
22%
Very
Good
-8%
Not at
All-2%
4. Easiness Quite-
50%
Very-44% Not
Very-
4%
Not at
All-2%
5. Subject
Focus
Maths-
42%
Science-
42%
Lang
uage-
8%
Any
Other-
8%
6. App
Usage
30 min to
1 hr-60%
Less than
30 min-
26%
1-2
hrs-
10%
More
than 2
hrs-
4%
7. Orientatio
n for
Exams
Very-36% Quite-
36%
Not
Very-
20%
Not at
All-8%
8. Effective
ness
Very-50% Quite-
34%
Not
Very-
12%
Not at
All-4%
9. Self-
Learning
Very-52% Quite-
32%
Not
Very-
14%
Not at
All-2%
10. Use of
Other
Learning
Apps
Yes-46% No-38% Som
e-
16%
Many-
NIL
Table 1
In order to find the reach of Byju’s App among the learners,
certain criteria had been chosen for analysing the
questionnaire given. The criteria included Transformation,
Personalisation, Promotion of Learning, Effectiveness,
Easiness, etc. The values of the critria were put together to
create a bar diagram which is given below:
Bar Diagram 2
The criteria, named ‘Transformation’ was created in order to
analyse how the respondents make use of the app. From the
response of the learners, it can be seen that 70% use the app
for understanding concepts and not for rote learning. This is
clearly a transformation of learning from the old rote learning
method. ‘Personalisation’ and ‘Promotion of Learning’ analyse
how far the App promotes self-learning among students. 52%
of the respondents consider that the app provides a
personalized experience and promotes self-learning.
‘Effectiveness’ examines the effectiveness of app in
preparation of exam and in reducing exam fear. 50% of the
respondents said that the App helped them to score good
marks in exam and 36% opined that the App helped them to
reduce exam fear very much. ‘Easiness’ analysis showed
how easy the app for usage is. 50% of the students feel that
the app is quite easy to use. ‘Comfortability’ analysis showed
how comfortable is the App to use from a user’s perspective.
68% opined that the App is good. ‘Interactivity’ was chosen
based on the attractiveness and assistance of the app for
exams. ‘Facilitation’ analysed how the app facilitates the
learner to break down difficult concepts and helps to ease
learning of difficult subjects. 42% of the respondents use the
app for learning Maths and another 42% use it to learn
Science.The study finally seeks to understand how Byju’s App
helps the students of class VIII to XII for a personalized

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learning experience. The line graph given bellow clearly
shows that the students of class X uses the App the most,
followed by class XI and XII. Students in the high school and
higher secondary sections take learning seriously. Rote
learning is not useful for them as questions in the exams are
mostly application level. Learners need to understand
concepts to answer such questions. Learning byheart will not
help in the long run. The educators of today insist on self-
learning. Constructive techniques of teaching-learning process
are widely used in the field of education as it is student-
centred and concept oriented. Byju’s App strikes the right
chord in this regard and its success speaks for itself. The line
graph given below clearly shows that the students of class X
uses the App the most, followed by class XI and XII.
8 CONCLUSION
The Byju’s App is known for its self-paced learning experience
by enabling the students crack down difficult concepts. The
app uses a host of modern techniques like web-based
learning, visual graphics, video-based instruction, etc. to
provide an immersive learning experience. These innovations
are highly helpful for the students to understand basic
concepts and enable them to prepare for exams. From this
study, it is clear that Byju’s app has transformed Indian
education scenario by effectively incorporating Constructive
methods of teaching and learning. Most of the respondents
agree that the app is interactive, comfortable and effective.
But the study also finds that some users are not able to
effectively use this App for personalized learning as they are
not regular subscribers of the app. regular subscription is on
the expensive side for average Indian students. Byju's App is
striving hard to transform education scenario and will surely
reach to a mass audience if it can become more affordable.
9 ACKNOWLEDGMENTS
The authors wish to thank the respondents who have helped
them to accomplish their survey work by their timely response
to the questionnaires.
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