Wednesday 05 March 2025
In a small town in Côte d’Ivoire, a team of researchers set out to understand how teachers could effectively use a new chatbot designed to support their work. The chatbot was part of a literacy program aimed at improving math and French skills among students. To achieve this goal, the researchers employed a method called think-aloud, where participants verbalized their thoughts while using the chatbot.
The study involved 20 teachers who were asked to use the chatbot’s various features, including accessing stories, answering questions, and setting goals. The think-aloud sessions were conducted two weeks after the chatbot was introduced to the teachers. The results showed that most teachers (75%) could navigate the system with ease, but some struggled with reading and comprehending the text in the menus.
One of the challenges faced by the teachers was the slow typing speed due to physical limitations on their devices. This slowed down their interaction with the chatbot, making it difficult for them to access certain features. The researchers noted that this issue was not unique to their study, as similar problems have been observed in other contexts where basic phones are used.
Despite these challenges, the teachers were able to use the chatbot effectively over time. As they became more familiar with the tool, they reported increased confidence and ability to engage with its features. The researchers also found that the teachers who were more experienced with using technology tended to use the chatbot more extensively than those who were less tech-savvy.
The study highlighted the importance of considering the cultural context in which a chatbot is used. In this case, the researchers had to adapt the think-aloud method to fit the local data collection practices and language. They also noted that the chatbot’s design was influenced by the local culture, with USSD menus being used to make it more accessible to the teachers.
The findings of this study have implications for the design of future chatbots aimed at supporting education in developing countries. By understanding the challenges faced by users in these contexts, developers can create systems that are more user-friendly and effective. The researchers also emphasized the need for further research on how to improve the usability of chatbots in low-resource settings.
Overall, this study demonstrates the value of conducting user-centered design research in diverse cultural contexts. By listening to the thoughts and experiences of users, designers can create tools that are more accessible, usable, and effective.
Cite this article: “Evaluating the Effectiveness of a Chatbot-Based Literacy Program in Côte dIvoire”, The Science Archive, 2025.
Here Are The Keywords: Chatbot, Education, Literacy, Côte D’Ivoire, Teachers, User-Centered Design, Think-Aloud, Technology, Accessibility, Usability
