{"id":160559,"date":"2010-12-01T00:00:00","date_gmt":"2010-12-01T00:00:00","guid":{"rendered":"https:\/\/www.microsoft.com\/en-us\/research\/msr-research-item\/beyond-strict-illiteracy-abstracted-learning-among-low-literate-users\/"},"modified":"2018-10-16T20:21:51","modified_gmt":"2018-10-17T03:21:51","slug":"beyond-strict-illiteracy-abstracted-learning-among-low-literate-users","status":"publish","type":"msr-research-item","link":"https:\/\/www.microsoft.com\/en-us\/research\/publication\/beyond-strict-illiteracy-abstracted-learning-among-low-literate-users\/","title":{"rendered":"Beyond Strict Illiteracy: Abstracted Learning Among Low-Literate Users"},"content":{"rendered":"<div class=\"asset-content\">\n<p>One of the greatest challenges in designing applications for developing communities is that potential users may have limited literacy. Past work in UI design for low-literate users has focused on illiteracy as the inability to read per se, with little recognition to other cognitive differences between literate and non-literate users.<\/p>\n<p>In this paper, we investigate the correlation between literacy and cognitive skills for conceptual abstraction using video-based skills training. We performed a controlled experiment that compared 28 non-literate and 28 literate participants from low-income communities in India. Results confirm that both the groups did worse when a skill required generalization from instructional material, compared with the case when instructional material was specifically and exactly tailored to the skill. Literate participants did better than non-literate participants all-around on this learning task. In addition, we found that diversification of examples within instructions helped literate participants in transfer of learning, but did not help non-literate participants. We conclude that ICT UI and content for low-literate users should be sensitive to issues beyond strict illiteracy, to additional cognitive differences among these users.<\/p>\n<\/div>\n<p><!-- .asset-content --><\/p>\n","protected":false},"excerpt":{"rendered":"<p>One of the greatest challenges in designing applications for developing communities is that potential users may have limited literacy. Past work in UI design for low-literate users has focused on illiteracy as the inability to read per se, with little recognition to other cognitive differences between literate and non-literate users. In this paper, we investigate 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