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Predicting Gaps in Usage in a Phone-Based Literacy Intervention System

Educational technologies may help support out-of-school learning in contexts where formal schooling fails to reach every child, but children may not persist in using such systems to learn at home. Prior research has developed methods for predicting learner dropout but primarily for adults in formal...

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Detalles Bibliográficos
Autores principales: Chatterjee, Rishabh, Madaio, Michael, Ogan, Amy
Formato: Online Artículo Texto
Lenguaje:English
Publicado: 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334192/
http://dx.doi.org/10.1007/978-3-030-52237-7_8
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author Chatterjee, Rishabh
Madaio, Michael
Ogan, Amy
author_facet Chatterjee, Rishabh
Madaio, Michael
Ogan, Amy
author_sort Chatterjee, Rishabh
collection PubMed
description Educational technologies may help support out-of-school learning in contexts where formal schooling fails to reach every child, but children may not persist in using such systems to learn at home. Prior research has developed methods for predicting learner dropout but primarily for adults in formal courses and Massive Open Online Courses (MOOCs), not for children’s voluntary ed tech usage. To support early literacy in rural contexts, our research group developed and deployed a phone-based literacy technology with rural families in Côte d’Ivoire in two longitudinal studies. In this paper, we investigate the feasibility of using time-series classification models trained on system log data to predict gaps in children’s voluntary usage of our system in both studies. We contribute insights around important features associated with sustained system usage, such as children’s patterns of use, performance on the platform, and involvement from other adults in their family. Finally, we contribute design implications for predicting and supporting learners’ voluntary, out-of-school usage of mobile learning applications in rural contexts.
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spelling pubmed-73341922020-07-06 Predicting Gaps in Usage in a Phone-Based Literacy Intervention System Chatterjee, Rishabh Madaio, Michael Ogan, Amy Artificial Intelligence in Education Article Educational technologies may help support out-of-school learning in contexts where formal schooling fails to reach every child, but children may not persist in using such systems to learn at home. Prior research has developed methods for predicting learner dropout but primarily for adults in formal courses and Massive Open Online Courses (MOOCs), not for children’s voluntary ed tech usage. To support early literacy in rural contexts, our research group developed and deployed a phone-based literacy technology with rural families in Côte d’Ivoire in two longitudinal studies. In this paper, we investigate the feasibility of using time-series classification models trained on system log data to predict gaps in children’s voluntary usage of our system in both studies. We contribute insights around important features associated with sustained system usage, such as children’s patterns of use, performance on the platform, and involvement from other adults in their family. Finally, we contribute design implications for predicting and supporting learners’ voluntary, out-of-school usage of mobile learning applications in rural contexts. 2020-06-09 /pmc/articles/PMC7334192/ http://dx.doi.org/10.1007/978-3-030-52237-7_8 Text en © Springer Nature Switzerland AG 2020 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Chatterjee, Rishabh
Madaio, Michael
Ogan, Amy
Predicting Gaps in Usage in a Phone-Based Literacy Intervention System
title Predicting Gaps in Usage in a Phone-Based Literacy Intervention System
title_full Predicting Gaps in Usage in a Phone-Based Literacy Intervention System
title_fullStr Predicting Gaps in Usage in a Phone-Based Literacy Intervention System
title_full_unstemmed Predicting Gaps in Usage in a Phone-Based Literacy Intervention System
title_short Predicting Gaps in Usage in a Phone-Based Literacy Intervention System
title_sort predicting gaps in usage in a phone-based literacy intervention system
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334192/
http://dx.doi.org/10.1007/978-3-030-52237-7_8
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