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EdTech interventions, including Mavis Talking Books and Pens, are explored for use in non-formal settings. The study assesses implementation within Borno State classrooms for out-of-school children aged 9–16, focusing on effectiveness, key enabling conditions, and scalability through mixed methods. Results indicate largely effective use alongside engagement and classroom-management inconsistencies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bridging-education-gaps-implementation-of-mavistalking-pens-and-books-in-non-formal-learning-centers-in-northeast-nigeria/591313/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bridging-education-gaps-implementation-of-mavistalking-pens-and-books-in-non-formal-learning-centers-in-northeast-nigeria/591313.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What educational problem does the study address in Northeast Nigeria?","Question",{"text":112,"@type":113},"It examines how conflict, economic challenges, and the COVID-19 pandemic have limited access to quality education for many children in the region.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the Mavis Talking Books and Pens implementation studied?",{"text":117,"@type":113},"The research used a mixed-methods implementation approach, combining surveys, focus groups, interviews, and observations with facilitators and students across non-formal learning centers.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges were reported with using the Mavis tools?",{"text":121,"@type":113},"Key challenges included the need for more frequent use, better student-to-pen ratios, improvements to the learning environment, and stronger community engagement to support attendance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591313,1792751134,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","African Educational Research Journal Vol. 12(3), pp. 224-237, September 2024  \nDOI: 10. 30918/AERJ.123.24.046 ISSN: 2354-2160  \nFull Length Research Paper  \nBridging education gaps: Implementation of Mavistalking pens and books in non-formal learning centers in Northeast Nigeria  \nMarlana Salmon-Letelier*, Bernard Thuo, Allison Park, Gabriel Sambo and Richard Stephen Tekdek  \nInternational Rescue Committee Office, Maiduguri, Nigeria.  \nAccepted 11 September, 2024  \n\n| ABSTRACT\u003Cbr>The educational crisis in Northeast Nigeria, deepened by conflict, economic challenges, and the COVID-19 pandemic, has significantly hindered access to quality education for millions of children. In response, EdTech solutions such as the Mavis Talking Books and Pens have shown potential in supporting education in conflictaffected and under-resourced areas. This study examines the implementation of the Mavis Talking Books and Pens within non-formal classrooms in Borno state, focusing on out-of-school children aged 9 to 16 who are part of an ongoing non-formal learning initiative. The research aimed to assess the effectiveness of the Mavis tools and identify the conditions necessary for their successful implementation and scalability using a mixed-methods approach involving surveys, focus groups, interviews, and observations with 70 learning facilitators and 350 students across 70 non-formal learning centers. The study found that the Mavis Talking Books and Pens were largely effectively implemented, which appears to lead to student progress, although some inconsistencies in student engagement and classroom management were noted. Challenges included the need for more frequent use, better student-to-pen ratios, and improvements in the learning environment. Facilitators also highlighted the importance of stronger community engagement and addressing external factors affecting student attendance. To overcome these challenges, the study suggests focusing on strengthening support systems, optimizing resource allocation, and enhancing community engagement. These findings offer important insights into how EdTech tools like Mavis Talking Books and Pens can be effectively integrated into non-formal education settings in crisis-affected regions, helping to improve educational outcomes for marginalized children in similar contexts.\u003Cbr>Keywords: EdTech, Nigeria, education in emergencies, literacy, numeracy. |\n| --- |\n| *Corresponding [author. E-mail: marlana.salmon-letelier@rescue.org](author. E-mail: marlana.salmon-letelier@rescue.org). |\n\nINTRODUCTION  \nThe ongoing educational crisis in Northeast Nigeria, driven by conflict, economic instability, and the COVID-19 pandemic, has left millions of children without access to quality education (Mishra et al. , 2023) . In this challenging context, EdTech solutions have emerged as a promising way to bridge the gap and support learning in conflictaffected and low-resourced settings. This study focuses on the implementation of Mavis Talking Books and Pens, an innovative EdTech tool designed to enhance literacy and  \nnumeracy among out-of-school children in Borno state. To build evidence on how these tools function in non-formal classrooms, the study employed mixed-methods implementation research, focusing on facilitators and students aged 9 to 16 who are part of an ongoing nonformal learning program . This research aimed to identify the conditions critical for the success of the program, including the quality of implementation and its potential for scalability. The findings will inform how EdTech can be  \nSalmon-Letelier et al. 225  \nmore effectively implemented in similar crisis contexts to improve educational outcomes for disadvantaged learners.  \nBackground  \nThe Northeast Nigeria region faces a poly-crisis that has adversely affected access to quality education. In Borno, Yobe and Adamawa states, the children and youth have borne the brunt of the COVID-19 pandemic, economic crises, and armed conflict with Boko Haram . Th","cbCaiu4IZM7bLsqG","https://ap.wps.com/l/cbCaiu4IZM7bLsqG","pdf",151388,14,"English","# Abstract\n# Introduction\n## Background","[{\"question\":\"What educational problem does the study address in Northeast Nigeria?\",\"answer\":\"It examines how conflict, economic challenges, and the COVID-19 pandemic have limited access to quality education for many children in the region.\"},{\"question\":\"How was the Mavis Talking Books and Pens implementation studied?\",\"answer\":\"The research used a mixed-methods implementation approach, combining surveys, focus groups, interviews, and observations with facilitators and students across non-formal learning centers.\"},{\"question\":\"What challenges were reported with using the Mavis tools?\",\"answer\":\"Key challenges included the need for more frequent use, better student-to-pen ratios, improvements to the learning environment, and stronger community engagement to support attendance.\"}]","Bridging education gaps: Implementation of Mavistalking pens and books in non-formal learning centers in Northeast Nigeria | PDF",1792071570,35]