Almost all formal organizations employ service staff for tasks such as housekeeping, security, maintenance, and transport at their office facility. Many of these workers earn wages in line with menial-labor salaries in their respective countries. They have few on-the-job opportunities to upgrade their skills or learn new ones. Kelsa+ is an initiative through which organizations in developing countries can increase digital literacy and skill development among such low-income workers, through the provision of an Internet-connected PC for the service staffs free, unrestricted use when off duty. We study a Kelsa+ pilot implementation in Bangalore, India, involving an office facility with 35 service staff. In a preliminary exploration over 18 months, we find that at a cost that is negligible for the organization, workers use of the Kelsa+ PC is high and can deliver benefits both to themselves and to the office. For workers, broad gains were seen in confidence, self-esteem, and basic digital literacy, while a few individuals experienced improvements in second-language (English) proficiency and career opportunities. These early results point in the direction of a cost-effective ICT4D initiative that could be run in the developing-country offices of the very organizations promoting development off-site.

Mischief is a system to support traditional classroom practices between a remote instructor and a group of collocated students. Meant for developing regions, each student in the classroom is given a mouse and these are connected to a single machine and shared display. We present observations of teaching practices in rural Chinese classrooms that led to Mischief's design. Mischief's user interface, with which scores of collocated students can interact simultaneously, supports anonymous responses, communicates focus of attention, and maintains the role of the instructor. Mischief is an extensible platform in which Microsoft PowerPoint slides, used commonly in developing regions, are made interactive. We setup a controlled environment where Mischief was used by classrooms of children with a remote math instructor. The results from the study provided insight into the usability and capacity of the system to support traditional classroom interactions. These observations were also the impetus for a redesign of several components of Mischief and are also presented. These findings contribute both a novel system for synchronous distance education in an affordable manner and design insights for creators of related systems.

This study evaluates single-mouse and multiple-mice configurations for computer-aided learning in schools where access to computers is limited due to resource constraints. Multimouse, a single display groupware solution, developed to allow multiple mice to be used simultaneously on a single PC, is compared with single-user-single-mouse and multiple-user-single-mouse scenarios. Multimouse itself is trialed with two unique interaction designs -- one where competitive interaction among students is encouraged, and another where more collaborative interaction is expected. Experiments were conducted with 238 schoolchildren from underprivileged households in rural India on an English vocabulary retention task. On the whole, Multimouse configurations (five users each) were found to be at par with single-user scenarios in terms of actual words learned by students. This suggests that the value of a PC can be inexpensively multiplied by employing a multi-input shared-use design. Gender effects were found, where boys show significant differences in learning depending on interaction modality, whereas girls learned at similar rates across configurations. In addition, a comparison of the two Multimouse modes -- collaborative and competitive -- showed the striking difference in learning outcomes and user behavior that is possible due to even slight variations in interaction designs for multiple-mice.

This paper examines low-cost computing projects for education in developing regions, and presents some of the common entrepreneurial and technical problems faced by past and current initiatives. In particular, we look at various models of computer usage, and evaluate their appropriateness according to their effectiveness in education, their socio-cultural suitability, and economic feasibility. Based on detailed field studies and interviews conducted in rural Indian classrooms and economic analysis, we show that shared rather than single-user devices constitute a more realistic and sustainable approach for low-cost computing projects targeting children's education.

A distinct feature observed in computer use in schools or rural kiosks in developing countries is the high student-to-computer ratio. It is not unusual to see more than five children crowding around a single display, as schools are rarely funded to afford one PC per child in a classroom. One child controls the mouse, while others are passive onlookers, without operational control of the computer. Learning benefits appear to accrue primarily to the child with the mouse, with the other children missing out. The obvious technical solution is to provide each child with a mouse and cursor on screen, thus effectively multiplying the amount of interaction per student per PC for the cost of a few extra mice. To our surprise, both the concept and the implementation appear to be unique to date, for the specific application to computers in education in resource-strapped communities, with previous work restricting studies to two mice, or for largely non-educational applications. We have developed software that allows multiple coloured cursors to co-exist on the monitor, along with two sample games with some educational content. Initial trials with both single-mouse and multiple-mice scenarios suggest that children are more engaged when in control of a mouse, and that more mice increases overall engagement. Our results suggest new areas of research in pedagogy for computers in education

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.