Boom Cards can be used under ESSER I, ESSER II, ARP ESSER, GEER I, and GEER II to respond to the impact of the COVID-19 pandemic on the social, emotional, mental health, and academic needs of students. 

Christy HenningWhen I was teaching Summer School special education, some of the students already had skills I didn’t expect. Seeing the reports allowed me to adjust my instruction to address their needs.

Christy Henning, Transitional Kindergarten Teacher

Teachers have used Boom Cards to accelerate learning, for general pre-K - 12 education, for English learners, and for IEP services. With Boom Learning, teachers can create customized materials to serve students under the Native Hawaiian Education Act, the Alaska Native Educational Equity, Support and Assistance Act, the Individuals with Disabilities Act (IDEA), and more. Teachers can create authentic, customized learning experiences to meet the needs of their local populations. Boom Cards were designed for the student experience to work even on cellular only to assist in meeting the needs of homeless.

If you would like to learn more about how to use ESSER funds for Boom Learning, please email us at

Welcome to our annotated bibliography of evidence based research regarding the use of Boom Cards. Please contact us at to have an article added to this list.

ESSA 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).


  • “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 have great resources that can help these students practice their skills at home with their parents.” (p. 232).

ESSA Tiers of Evidence

Tier 1 Strong evidence rating means the study was well-designed, well-implemented, and experimental (randomized).

Tier 2 Moderate evidence rating means the study was well-designed, well-implemented, and quasi-experimental (matched).

Tier 3 Promising evidence rating means the study was well-designed, well-implemented and produced correlational results with statistical controls for selection bias.

Tier 4 Demonstrates a Rationale based on high-quality research findings or positive evaluation that using Boom Learning is likely to improve student outcomes.