Learning from African classroom pedagogy to increase student engagement in education technologies

Resource type
Conference Paper
Authors/contributors
Title
Learning from African classroom pedagogy to increase student engagement in education technologies
Abstract
Tablet-based educational technologies provide a supplement to traditional classroom-based early literacy education, especially in regions with limited schooling resources. Prior work has probed how children generally interact with and learn from these technologies, however, there is limited research on student engagement with applications that utilize valuable input techniques such as automatic handwriting and speech recognition. In our study, we designed and field-tested early literacy speech and handwriting recognition applications with the primary aim of maximizing student engagement. We designed the applications based on prior research insights and classroom observations from our target population and field-tested the applications with 283 children living in rural Tanzania. We found that observing a small set of classrooms can produce design insights that increase engagement on tablet-based learning systems on a much larger scale. We also demonstrate the importance of domain familiarity in students' choice to persist through activities while learning with technology.
Date
2019a
Proceedings Title
Proceedings of the 2nd ACM SIGCAS Conference on Computing and Sustainable Societies
Place
New York, NY, USA
Publisher
Association for Computing Machinery
Pages
99–110
Series
COMPASS '19
ISBN
978-1-4503-6714-1
Accessed
2020-11-18
Library Catalogue
ACM Digital Library
Citation
Uchidiuno, J., Yarzebinski, E., Keebler, E., Koedinger, K., & Ogan, A. (2019a). Learning from African classroom pedagogy to increase student engagement in education technologies. Proceedings of the 2nd ACM SIGCAS Conference on Computing and Sustainable Societies, 99–110. https://doi.org/10.1145/3314344.3332501