Joyojeet Pal
Eric A. Brewer
Kentaro Toyama
ABSTRACT
Computer-aided learning is fast gaining traction in developing regions as a means to augment classroom instruction. Reasons for using computer-aided learning range from supplementing teacher shortages to starting underprivileged children off in technology, and funding for such initiatives range from state education funds to international agencies and private groups interested in child development. The interaction of children with computers is seen at various levels, from unsupervised self-guided learning at public booths without specific curriculum to highly regulated in-class computer applications with modules designed to go with school curriculum. Such learning is used at various levels from children as young as 5 year-old to high-schoolers. This paper uses field observations of primary school children in India using computer-aided learning modules, and finds patterns by which children who perform better in classroom activities seat themselves in front of computer monitors, and control the mouse, in cases where children are required to share computer resources. We find that in such circumstances, there emerges a pattern of learning, unique to multi-user environments - wherein certain children tend to learn better because of their control of the mouse. This research also shows that while computer aided learning software for children is primarily designed for single-users, the implementation realities of resource-strapped learning environments in developing regions presents a strong case for multi-user design.
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Index Terms
- The case for multi-user design for computer aided learning in developing regions
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Reviews
Stewart Mark Godwin
The justification for using computers in education is well established with studies investigating and supporting single- and multiple-user environments. This study adds to this growing body of knowledge. Its focus is on the need for a multi-user design that will facilitate several students interacting with a single computer. The setting for this study was rural India, where 18 schools were visited over a four-month period. With limited resources, the schools in this study provided computer sessions for their students using multimedia CDs, with ratios of between three to five students per computer. Despite shortcomings in the data collection method and bias from respondents, the observations of computer sessions and interviews of teachers and administrators confirm the need for further study on multi-user design. The major finding from this study is that there is a lack of educational software that supports multiple input devices for multiple users. Furthermore, the outcome of this study suggests that future educational software should engage multiple users through multiple dialogs. This type of interaction would enable each student to participate and determine his or her own response; therefore, a single narrative would include multiple dialogs, one for each participating student. The conclusion of the paper indicates that further study is required to address the pedagogical and technical issues of multiple-user environments. Moreover, this paper highlights the progress and success of one educational system that is faced with using extremely antiquated computer equipment in a problematic environment. Online Computing Reviews Service
Barrett Hazeltine
Indian children were studied in a variety of schools as they used computer-based instructional material. The material, like most, was evidently intended to be used by a single student, but cost considerations resulted in three or more students working together. The student sitting in the center of the group, controlling the mouse, set the pace for the group, and appeared to learn more. Sadly, but not surprisingly, the student in the center generally had a better academic record, and came from a better-off family. According to the authors, "the main contribution of this paper is to underline the need for new thinking on design and deployment of computer-based learning techniques for primary schools in developing regions." The paper concludes with strategies for improving teaching effectiveness for all children, basically by designing hardware or software (or both) for multiple users. A strategy of having teachers insist that the students rotate positions is not mentioned. Another problem with computer-aided instruction is the unreliability of the electric supply; the relevant suggestion is to break the lessons into short bookmarked modules, which can be completed in a session or easily restarted. This clearly written paper is valuable because it describes the actual context and difficulties facing the implementation of educational technology in less industrialized places. The paper should be read by many advocates of computer-based learning in rural villages. Online Computing Reviews Service
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