Abstract:

This paper describes a project developed in co-operation with two dozen community libraries and schools in various slums and low-income regions in Kenya. The project was started in response to COVID-19, to allow students to solve computerised math drills while schools were closed. The number of students involved reached two thousand during the first 24 months of operation. The program uses a study environment, tutor-web, and access to this is provided by donating tablet computers to participating community libraries. Students are rewarded using tokens, SmileyCoins or SMLY, as they progress through the system and the libraries are free to sell for SMLY small food items, sanitary pads and even the tablets themselves. The rewards are designed to put an emphasis on secondary school mathematics, so as to prepare the students for applications into STEM subjects at university. Completion of the corresponding collection of drills gives SmileyCoin awards sufficient to purchase a tablet.

In order to investigate the students’ experience, engagement and the effects of rewards, a survey was built into the tutor-web system. Conclusions based on these first two years indicate that most students find the system easy to use, learn quite a bit from using it, but their underlying reasons for participating are mixed. The majority of the students express a desire to go to university.

Keywords:

Student engagement, incentives, slums, educational technology, COVID-19.