Study of Split Screen in shared-access scenarios: Optimizing value of PCs in resource-constrained classrooms in developing countries

Cost restrictions in developing countries result in multi-user, shared-access scenarios preventing each user from having exclusive access to a computer. Increasing student enrollment raises technology demand in classrooms. Despite collaborative learning practices, skewed user-computer ratios continue to result in unequal opportunities for independent learning.; This research studies students sharing a PC using a novel Split Screen User-Interface concluding that it enables students to achieve benefits of both independent and peer-supported learning. This interface allows two co-located students to share one computer, interact with independent Windows Desktop sessions through the same display using separate input devices.; The thesis draws conclusions from a study conducted in a computer education school in Bangalore, India. Qualitative observations of two user groups are analyzed and a comparison is presented. The first group retained traditional 'Shared Screen' practice while the second group employed 'Split Screen' mode. Although the experiment did not account for significant quantitative difference in performance between the two groups (as the sample size was small), detailed observations show that students in Split Screen group had the natural tendency to become individual learners, but there were ample evidences of peer-assisted learning. This confirms the thesis that Split Screen offers students the active and independent involvement opportunity of First World classrooms while retaining peer learning behaviors of traditional classrooms in developing countries. Although there are some usability constraints that prevent universal applicability, Split Screen potentially maximizes the value of existing computers while ensuring that educators retain their flexibility to design learning structures and methods.