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  1. 1. Social Dynamics of Mobile Phone Use By Children In Rural India:MILLEE<br />Deepti Chittamuru<br />ICA 2011, Boston, MA<br />University of Pennsylvania<br />Annenberg School Of Communication<br />
  2. 2. 2<br />OVERVIEW<br /><ul><li>What is My Study
  3. 3. Background & Motivation (Why)
  4. 4. Research Methods (How)
  5. 5. The Findings (Findings)
  6. 6. Reflections & Future Work (Finally…)</li></ul>How<br />Why<br />Findings<br />Finally…<br />
  7. 7. 3<br />PROBLEM STATEMENT<br />How<br />Why<br />Findings<br />Finally…<br />
  8. 8. LARGER Vs. QUALITATIVE<br />How<br />Why<br />Findings<br />Finally…<br /> MILLEE<br /> Qualitative Study<br /><ul><li>Design mobile phone based learning games to teach English
  9. 9. Focus on inculcating a learning component in digitized village games
  10. 10. Quantification of English learning gains caused by the games
  11. 11. Capture the culture of mobile phone use by children in rural India
  12. 12. Focus on understanding children’s learning and play practices
  13. 13. Qualitative assessment of the social dynamics of mobile phone use</li></ul>4<br />
  14. 14. 5<br />TIMELINE<br />How<br />Why<br />Findings<br />Finally…<br />O-o-S Qualitative Study<br />Out-of-school (O-o-S) Exploratory Study<br />End O-o-S Qualitative Study<br />Feasibility study‏<br />Feasibility study<br />Needs assessment‏<br />Classroom pilot<br />Exploratory study‏<br />Jun 2008<br />Mar 2009<br />2004<br />2005<br />2006<br />2007<br />Jan 2009<br />Jan 2008<br />Note: This timeline does not show all the iterations of the larger MILLEE study<br />
  15. 15. 6<br />GOAL<br /><ul><li>Culture and politics
  16. 16. Mobile phone access and use
  17. 17. Learning and play practices</li></ul>How<br />Why<br />Findings<br />Finally…<br />
  18. 18. 7<br />PROCESS OVERVIEW<br /><ul><li>Three field trips over one year</li></ul>Totally Six Weeks On-site<br /><ul><li>Requested children to play the games in my presence
  19. 19. Distribution of phones loaded with learning games</li></ul>Eighteen Children<br /><ul><li>Qualitative research methods
  20. 20. Remote data gathering methods</li></ul>How<br />Why<br />Findings<br />Finally…<br />
  21. 21. PARTICIPANT SELECTION<br /><ul><li>Eighteen Children
  22. 22. Fifth & Sixth Grade
  23. 23. Opportunity for Sharing Among Siblings
  24. 24. Variety of Social Factors
  25. 25. Gender & Caste
  26. 26. Socio-Economic Status</li></ul>8<br />How<br />Why<br />Findings<br />Finally…<br />
  27. 27. ONSITE RESEARCH METHODS<br /><ul><li>Participant Observation
  28. 28. Unstructured Interviews
  29. 29. Semi-structured Interviews
  30. 30. Images and Videos</li></ul>9<br />How<br />Why<br />Findings<br />Finally…<br />
  31. 31. REMOTE RESEARCH METHODS<br /><ul><li>Phone Interviews</li></ul>Thirty minutes every week<br />Data Logs<br />Phone log<br />Game log<br />Participant Generated Data<br />Images & videos<br />Phone settings data<br />10<br />How<br />Why<br />Findings<br />Finally…<br />
  32. 32. FINDINGS<br />
  33. 33. ACCESS TO MOBILE PHONES<br /><ul><li>Concerns of “over-educating” girls
  34. 34. Phones taken away by brothers
  35. 35. Girls taught to yield by parents
  36. 36. Parental support
  37. 37. Lower caste Vs Upper caste
  38. 38. Infrastructural challenges</li></ul>12<br />How<br />Why<br />Findings<br />Finally…<br />
  39. 39. USE OF MOBILE PHONES<br />13<br />How<br />Why<br />Findings<br />Finally…<br /><ul><li>Outdoors Vs Indoors
  40. 40. Girls interrupted continually
  41. 41. Emergence of power users
  42. 42. Parental engagement
  43. 43. Effect of socially protected spaces
  44. 44. Increase in learning ability</li></li></ul><li>SHARING OF MOBILE PHONES<br />14<br />How<br />Why<br />Findings<br />Finally…<br />Changes in choice of playmates<br />Reinforced pre-existing relationships<br />Girls take turns implementing moves<br />Boys fight over implementation of moves<br />Sharing across genders, not spontaneous <br />
  45. 45. IMPLICATIONS FOR DESIGN<br />15<br />How<br />Why<br />Findings<br />Finally…<br /><ul><li>Facilitatepower users
  46. 46. Provide a socially protected space
  47. 47. Support interruptability
  48. 48. Work with, not against social conditions e.g. lack of sharing across genders
  49. 49. Facilitate Parent-Child Engagement</li></li></ul><li>ACKNOWLEDGEMENTS<br />[1] Thanks to Prof. John F. Canny and Prof. Mathew Kamfor giving me an opportunity to work on MILLEE and helping me take my first few steps in research<br />[2] Thanks to Prof. Nancy Van House for sharing her valuable time and wisdom as my advisor on this project<br />[3] Thanks to my teammates in MILLEE without whose unwavering support and hard work I could never have conducted this study<br />[4] Thanks to Panditji and Bittanji (his wife) for helping me at every turn of the study and inviting me into their family<br />16<br />How<br />Why<br />Findings<br />Finally…<br />