Paper Info
Title
Fostering Equitable Help-Seeking for K-3 Students in Low Income and Rural Contexts
Abstract
ABSTRACTAdaptive Collaborative Learning Support (ACLS) systems improve collaboration and learning for students over individual work or collaboration with non-adaptive support. However, many ACLS systems are ill-suited for rural contexts where students often need multiple kinds of support to complete tasks, may speak languages unsupported by the system, and require more than pre-assigned tutor-tutee student pairs for more equitable learning. We designed an intervention that fosters more equitable help-seeking by automatically detecting student struggles and prompts them to seek help from specific peers that can help. We conducted a mixed-methods experimental study with 98 K-3 students in a rural village in Tanzania over a one-month period, evaluating how the system affects student interactions, system engagement, and student learning. Our intervention increased student interactions by almost 4 times compared to the control condition, increased domain knowledge interactions, and propelled students to engage in more cognitively challenging activities.
Year
DOI
Venue
2021
10.1145/3411764.3445144
Conference on Human Factors in Computing Systems
DocType
Citations 
PageRank 
Conference
0
0.34
References 
Authors
0
4
Name
Order
Citations
PageRank
Judith Odili Uchidiuno1111.74
Jessica Hammer26825.95
Kenneth R. Koedinger33551403.07
Amy E. Ogan426731.42