Title | ||
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Toward Learning at Scale in Developing Countries: Lessons from the Global Learning XPRIZE Field Study |
Abstract | ||
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Advances in education technology are enabling tremendous advances in learning at scale. However, they typically assume resources taken for granted in developed countries, including reliable electricity, high-bandwidth Internet access, fast WiFi, powerful computers, sophisticated sensors, and expert technical support to keep it all working. This paper examines these assumptions in the context of a massive test of learning at scale in a developing country. We examine each assumption, how it was broken, and some workarounds used in a 15-month-long independent controlled evaluation of pre- to posttest learning and social-emotional gains by over 2,000 children in 168 villages in Tanzania. We analyze those gains to characterize who gained how much, using test score data, social-emotional measures, and detailed logs from RoboTutor. We quantify the relative impact of pretest scores, literate aspirations, treatment, and usage on learning gains.
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Year | DOI | Venue |
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2020 | 10.1145/3386527.3405920 | [email protected] '20: Seventh (2020) ACM Conference on Learning @ Scale
Virtual Event
USA
August, 2020 |
DocType | ISBN | Citations |
Conference | 978-1-4503-7951-9 | 0 |
PageRank | References | Authors |
0.34 | 0 | 4 |
Name | Order | Citations | PageRank |
---|---|---|---|
Andrew A. McReynolds | 1 | 0 | 0.34 |
Sheba P. Naderzad | 2 | 0 | 0.34 |
Mononito Goswami | 3 | 1 | 2.99 |
Jack Mostow | 4 | 1133 | 263.51 |