We provide here for your convenience a list of scholarly articles that discuss the use of Boom Cards in education or remediation. Please contact us at legal@boomlearning.com to be added to the list. 


Tier 2 - Moderate Evidence

Katowitz, David Rocamora. THE COLLECTIVE PERCEPTIONS OF K-12 SPECIAL EDUCATION TEACHERS DURING THE COVID-19 PANDEMIC. Diss. Temple University. Libraries, 2021.

  • “The use of BOOM cards was beneficial for students in the classroom to reinforce skills learned. These same students then became familiar with the program to use during virtual days to continue practicing learned skills.” (p. 115).
  • “I had to use more of my leisure time to create virtual resources & my own finances to purchase virtual resources since none were provided to me from my district. I was not offered any training on how to use technology or virtual platforms. (p. 231).
  • “For students who cannot read or write, I now plan to use online resources that I didn't know about prior to the pandemic. Boom Cards, Pink Cat Games, and Education.com have great resources that can help these students practice their skills at home with their parents.” (p. 232).


Tier 4 - Demonstrates a Rationale

Arch, Craig Edward. Experiences in Remote Learning: Perceptions of West Virginia Educators During the COVID-19 Pandemic. Diss. Marshall University, 2022.

“Twenty-one respondents identified some other type of technology now being used as a result of the transition to remote learning. The video hosting website MyVRSpot, matching card game service Boom Cards, and math activity builder Desmos were the only products mentioned more than once by participants.” (p. 45).


Bhattarai, Biraj, Tanvi Sanghavi, and Abhishek Buddiguppe Panchakshari. "Experience Delivering Tele-practice Services among Upcoming and Working Professionals of Speech Language Pathology." Journal of Health and Allied Sciences NU (2022).

“Approximately 72% of participants responded to use various freely available online-based resources like Boom Cards, Pinterest, Pinkcatgames, tiny taps, ABCYA, etc., while the rest stated that they develop tele resources by themselves as per the need of the clients.” (p. 4-5).


Marzenski, Heather Ann. Teachers’ Perceptions of Literacy Instruction with Autistic Students during the COVIID-19 Pandemic. Diss. Walden University, 2021.

“Students also reported that interactive questioning tools have been helpful such as Kahoot, Zeetigs, Boom Cards, and Quizlet (Stenhoff et al., 2020).” (p. 43).


Wolak, Martin, "The experiences of virtual kindergarten educators in technology-enhanced virtual classrooms: A guide to providing effective virtual teaching” (2022). Electronic Thesis and Dissertation Repository. 8529.

“Students and families were provided digital resources for learning through their learning platforms (i.e., D2L, Google Classroom) from school boards including TVO mPower, Mathletics, Raz-Kids (e.g., Headsprout), Epic!, PebbleGo, educator created interactive games (i.e., Boom cards, PowerPoints, Google Slides), online websites or games (e.g., ABCya, Teach Your Monster to Read, Lalilo, Kodable) and educator created choice board play-based activities.” (p. 41-42).



Tier Undetermined


Belise, J., Burke, R., Clark, L., Jepsen, R., Welch, K., Dennis, L., McDonald, N. (2021) Developing Remote Delivery of Language and Cognitive Training for Use with Children with Autism: A Technological Report. Behavior Analysis in Practice 14:434-444. https://doi.org/10.1007/s40617-020-00544-6. A field 

Technical article describing procedures for delivery remote language and cognitive training for children with autism, including a field test of approaches. The procedures promote the transportability of language and cognitive training through discrete-trial instruction. The method is also suitable for chained training. The program developed are appropriate for interventions that do not require caregiver coaching or advanced problem solving. The researchers developed materials using Microsoft PowerPoint and Boom Cards. Boom Cards were selected where automatic randomization, built-in feedback and automatic response tracking were desirable for tally purposes for PEAK data collection. Materials were delivered using remote conferencing platforms.


Branham, A., Using High Leverage Practices to Support Early Childhood Special Education Students and Families During Distance Learning (2020). Dissertations, Theses, and Projects. https://red.mnstate.edu/thesis/399


Carpenter, J., Shelton, C.C. & Mitchell, L. (2021). “Like buying time”: Educators' Use of Online Education Marketplaces during the COVID-19 Pandemic. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 644-653). United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 1, 2021 from https://www.learntechlib.org/primary/p/219722/..


Chase, Anthony. A Telehealth Initiative at Hopebridge, LLC: A Doctoral Capstone Project (April 2021). Capstone Project. https://scholarworks.iupui.edu/handle/1805/26541


Davis, Kalvin, "TEACHING SPECIAL EDUCATION IN THE MIDST OF COVID-19: CURRENT CONDITIONS OF DELIVERING SPECIAL EDUCATION SERVICES DURING DISTANCE LEARNING" (2021). Electronic Theses, Projects, and Dissertations>. 1166. https://scholarworks.lib.csusb.edu/etd/1166


Deatrick, Megahn Ashley, Increasing Student Engagement and Achievement Using an Incentive Based System (2021). Dissertations, Theses, and Projects. https://www.proquest.com/openview/0db496e320c22697010fbe921041e44b/1?pq-origsite=gscholar&cbl=18750&diss=y


Grogan-Johnson, Sue. The Five W's Meet the Three R's: The Who, What, When, Where and Why of Telepractice Service Delivery for School-Based Speech-Language Therapy Services. Semin Speech Lang 2021; 42(02): 162-176. https://www.thieme-connect.com/products/ejournals/abstract/10.1055/s-0041-1723842


Hangen, M.M., An Assessment of Token Value and Effectiveness (2020)Dissertations, Theses, and Projects. https://www.proquest.com/openview/c30f35a33ed566ebdf57a6b670c3e675/1


Ironsi, C. S. . (2021). Strategies For Student Participation with Remote Online Learning: Instructor Expectations. The International Journal of Social Sciences World (TIJOSSW), (01), 24–36. Retrieved from https://www.growingscholar.org/journal/index.php/TIJOSSW/article/view/53 

Boom Cards, among other tools, play a valuable function in inspiring students to learn successfully in online learning climate.


Ironsi, C. S. . (2021). Strategies For Student Engagement in Remote Online Learning: A case study of Northern Cyprus. RUNAS Journal of Education and Culture 1(02), 18–31. Retrieved from https://pdfs.semanticscholar.org/6588/372693ddfb40ad3a6540732d8d051dbc9898.pdf 

Boom Cards achieved a mean response of 4.88 (scale of 5) to the question "Boom Cards were used in between lessons to ensure students are learning." (Table 1).


Jackson, J., Juarez, L., Maurer, A. & Trevino Schouten, B. (2021). Piloting EdTPA – How Technology Improves the Plan and the Process. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference(pp. 959-964). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 15, 2021 from https://www.learntechlib.org/primary/p/219241/.


Karlariparambil, Safna, "Secondary Mathematics Teacher's Experiences with Technology Integration in a One-to-One School District During Face-to-Face and Remote Instruction: A Phenomenography" (2021). Doctor of Education in Instructional Technology Dissertations. 13. https://digitalcommons.kennesaw.edu/instruceddoc_etd/13 " "Data analysis showed teachers experienced technology integration in classrooms based on their attitude towards using technology. Those who expressed positive attitudes used technology to support modeling mathematics, differentiate learning, problem-solving, expedite grading, and provide instant feedback to students."


MacDonald, J. Les 5 au quotidien en immersion française: les représentations et les pratiques d'enseignantes de l'élémentaire (2020). Thèses http://dx.doi.org/10.20381/ruor-24495


McKenna, M., Soto-Boykin, X., Cheng, K., Haynes, E., Osorio, A. and Altshulter, J (2021). Initial Development of a National Survey on Remote Learning in Early Childhood During COVID-19: Establishing Content Validity and Reporting Successes and Barriers. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01216-y


Stenhoff, D.M., Pennington, R.C., Tapp, M. (2020) Distance Education Support for Students with Autism Spectrum Disorder and Complex Needs During COVID-19 and School Closures. Rural Special Education Quarterly 39-4:211-219.  https://doi.org/10.1177/8756870520959658


Walters SM, Bernis SA, Delvin-Brown MA, Hirsch SE. (April 2021) School-Based Speech-Language Services Using Telepractice. Intervention in School and Clinic. 10.1177/10534512211001835


Welby, Kathryn A. Remote Learning Strategies for Students with IEPs: An Educator's Guidebook. Routledge 2021. https://play.google.com/store/books/details?id=LIkmEAAAQBAJ&rdid=book-LIkmEAAAQBAJ&rdot=1&source=gbs_vpt_read&pcampaignid=books_booksearch_viewport 


Zayats M.V. Implementation of a Token Economy in the Process of Skills Formation in Distance Learning Classes with a Child with ASD. >Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2021. Vol. 19, no. 2 (71), pp. 59—68. DOI: https://doi.org/10.17759/autdd.2021190207 (In Russ.). 

English translation of the conclusion: "This study has shown that behavioral intervention procedures can be effectively applied in the context of a distance-learning format. When introducing a token reward system in the learning process, the subject learned how to independently compare the same stimuli, distinguish between animals, and also answer “yes” / “no” under conditions of intraverbalization, which is the basis to acquire more complex and necessary functional skills, such as sorting objects, distinguishing objects by function, characteristics and categories, as well as expanding the repertoire of requests. Boom Cards were used to provide the intervention.




Strong evidence rating means the study was well-designed, well-implemented, and experimental (randomized).


Moderate evidence rating means the study was well-designed, well-implemented, and quasi-experimental (matched).


Promising evidence rating means the student was well-designed, well-implemented and produced correlational results with statistical controls for selection bias.


Unrated evidence is evidence that does not meet one of the above criteria.