Abstract:

In response to COVID-19, a new project was started to allow students to solve computerised math drills outside of school. In 9 months it has gone from zero to one thousand students, in co-operation with ten community libraries in various slums and low-income regions in Kenya. The program uses the tutor-web as a study environment and access is provided by donating tablet computers to participating community libraries. Students are rewarded using the SmileyCoin cryptocurrency as they progress through the system and the libraries are free to sell small food items, sanitary pads and the tablets themselves. The reward system is designed to put an emphasis on secondary school mathematics. Completion of the corresponding collection of drills gives SmileyCoin awards sufficient to purchase a tablet.

Conclusions based on the first year indicate that the resulting effect on participation and performance is unprecedented: Ten libraries and 1300 students have opted for voluntary participation and the program is running at full financial capacity. Some 300 students have earned enough SMLY to purchase the tablets, which involves completing a large collection of drills to a level of excellence.

Status exam questions are dispersed within the drill collection. These independent measurements show learning which surpasses both rote learning and mechanical learning and demonstrate an increase in the general ability to address new mathematical problems not seen before.

Keywords:

Incentives, slums, educational technology, COVID-19.