Revel was used at the University of Stirling as part of a pilot study designed to understand student engagement, experience and satisfaction with the resource. The pilot particularly aimed to understand more about how using Revel impacted on psychology students' engagement with reading.Read more
Take a look at the testimonials from educators and students who have shared their experiences of using our other products and services.
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Students from Swansea University share what they value about instant feedback, interactivity and the learning design features in Revel.Read more
A lecturer from Swansea University's School of Management teaching team presents their findings after piloting Revel in strategy and marketing modules.Read more
Watch a brief video of responses from students and lecturers from the University of Sheffield and Swansea University after piloting Revel.Read more
In this video, a marketing teacher from the University of Sheffield shares her views after piloting Revel with a cohort of 286 non-specialists in marketing, of which 50% were international and 50% home students.Read more
Read what students have to say
We get set homework every week. For me the benefit of MyMathLab is actually working through the examples that we've been taught in class. That's how I learn maths.
Llinos Owen, student, Engineering Maths, University of Liverpool, UK (MyMathLab)
I just wanted to let you know how helpful the Mastering Biology is! It makes me study better, almost forces me to it! And it is a perfect combination between pictures, videos and text. It's genius!
Renee Bakkemo, student, University of Essex (MasteringBiology)
It is like having a teacher by your side, you learn it a lot quicker than usual homework!
Jannick Mikkelsen, student, Copenhagen Business School, Denmark (MyEconLab)
[MyFinanceLab is] like a personal tutor laying the path toward your learning finance.
Fredrik Hannfors, student, Stockholm School of Economics, Sweden (MyFinanceLab)
Read what educators have to say
The average mark is approximately 10% higher than it was previously. Furthermore, the failure rate has decreased significantly - from 32% to 5-14% in recent years.
Marion Birch and Niels Walet, Manchester University (MasteringPhysics)
What really helped was that fact that [MasteringEngineering] was online, available 24/7. That really helped; students these days want to decide when they study. That's when we really saw our pass rates go up.
Gillian Saunders, lecturer, Delft University of Technology, Netherlands using MasteringEngineering with Hibbeler: Statics (MasteringEngineering)
Since I've been using it my pass rates have gone up - the first year I used the system it was quite striking.
Carrie Rutherford, London South Bank University, UK (MyMathLab)
The percentage of students who passed the course increased from 55% to 80%.
Halit Gonenc, University of Groningen, Netherlands (MyFinanceLab)
Results show that these students performed on average 10% better on the final exam.
Matthew Olczak, Aston University, UK (MyEconLab)
The number of low performers was lower than in the corresponding exams a year ago.
Jouko Karjalainen, Aalto University, Finland (MasteringPhysics)