Give and take: children collaborating on one computer
CHI '95 Conference Companion on Human Factors in Computing Systems
Single display groupware: a model for co-present collaboration
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching
Education and Information Technologies
Analysis Schema for the Study of Domains and Levels of Pedagogical Innovation in Schools Using ICT
Education and Information Technologies
A Dynamic Framework to Guide the Implementation and Evaluation of Educational Technologies
Education and Information Technologies
ICT in the Classroom: Is Doing More Important than Knowing?
Education and Information Technologies
Multiple mice for retention tasks in disadvantaged schools
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
HCI4D: hci challenges in the global south
CHI '07 Extended Abstracts on Human Factors in Computing Systems
Interaction Design and Children
Foundations and Trends in Human-Computer Interaction
Metamouse: multiple mice for legacy applications
CHI '09 Extended Abstracts on Human Factors in Computing Systems
The effectiveness of computer-aided learning for VRML
CATE '07 Proceedings of the 10th IASTED International Conference on Computers and Advanced Technology in Education
Multiple mouse text entry for single-display groupware
Proceedings of the 2010 ACM conference on Computer supported cooperative work
Was Vygotsky right? evaluating learning effects of social interaction in children internet games
INTERACT'07 Proceedings of the 11th IFIP TC 13 international conference on Human-computer interaction - Volume Part II
Metamouse: multiple mice for legacy applications
ICTD'09 Proceedings of the 3rd international conference on Information and communication technologies and development
Human–Computer Interaction and Global Development
Foundations and Trends in Human-Computer Interaction
A case study on designing interfaces for multiple users in developing regions
Proceedings of the First ACM Symposium on Computing for Development
Technology for emerging markets at MSR india
Proceedings of the ACM 2011 conference on Computer supported cooperative work
Sharing in public: working with others in Ghanaian cybercafés
Proceedings of the Fifth International Conference on Information and Communication Technologies and Development
Collaboration in cognitive tutor use in latin America: field study and design recommendations
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
One Mouse per Child: interpersonal computer for individual arithmetic practice
Journal of Computer Assisted Learning
Metamouse: improving multi-user sharing of existing educational applications
Proceedings of the 4th ACM/IEEE International Conference on Information and Communication Technologies and Development
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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.