document: The case for multi-user design for computer aided learning in developing regions 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 .
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