Abstract
In an age where digital tools are advancing rapidly, millions of students are still left behind due to unequal access to technology. My capstone project, the Audio Learning and English Companion (ALEC), was developed to address the digital divide faced by English as a Second Language (ESL) students in underserved communities. This offline, translation-based educational tool provides students an engaging way to build English vocabulary and literacy skills. In parallel, my STS research paper investigates how offline learning tools like ALEC can serve as a sociotechnical solution to systemic inequalities in education. These efforts are closely intertwined where the technical project demonstrates and is supported by the social theory used in the STS paper. Together, they convey that equal access to education involves not only innovative hardware but inclusive and value-laden design practices.
The capstone project began with the recognition that ESL students in rural and low-income communities often lack the resources to reliable Internet or digital learning platforms. ALEC was designed to function with no Internet connection while supporting an engaging learning experience through audio playback and keyboard exercises. Using an STM32F4-microcontroller, ALEC combines a custom keyboard, speaker system, LCD screen, and LED feedback into a user-centered learning interface. The user selects a language and is guided through an interactive word translation game, receiving real-time feedback. The device was developed with accessibility, simplicity, and durability in mind, all values shaped by stakeholder input from educators, students, and parents.
Testing the final prototype with primary-school-aged ESL students revealed promising results. The majority of students responded positively to the device and showed increased engagement and motivation. Improvements were noted in vocabulary retention, spelling accuracy, and independent learning. Challenges such as limited vocabulary sets and the need for minimal training were identified and addressed in potential future additions. From a design perspective, the success of ALEC demonstrates the importance of incorporating user feedback into the engineering process. Through gathered qualitative data and technical research, ALEC is shown to be a cost-effective tool for enhancing language acquisition among ESL learners without relying on an Internet connection.
My STS research paper was guided by the question: How can offline, low-cost educational tools bridge the educational gap for non-English-speaking students in rural and low-income communities? The research aimed to position ALEC as a response to the broader issue of the digital divide and its impact on educational equity across the United States. Using a mixed-methods approach and theoretical frameworks including value-laden design, actor-network theory (ANT), interpretive flexibility, and responsible research and innovation (RRI), I analyzed the tool’s potential to address educational disparities not only through technology but through socially responsible and accessible engineering.
Findings from the STS paper show that ALEC embodies the intersection of social values and engineering practice. Value-laden design highlighted the importance of accessibility and usability in serving underprivileged students. ANT illuminated how users, institutions, and technologies interact in shaping the new design and development of products. Interpretive flexibility revealed that stakeholders assign unique uses to ALEC beyond its original function. RRI affirmed that inclusive feedback was critical to addressing potential unforeseen needs and building trust with users. Together, these findings affirm that technical projects rooted in socially conscious frameworks can meaningfully reduce barriers to education and promote a more equitable future.
