School Trials & Results

HiJo has conducted a number of live school trials designed to inform and clarify the rate of adoption and interaction with our technology in the classroom. These trials uncovered some interesting results both from a high level and from individual students.

Trials conducted in Melbourne, Australia and California, USA

HIGH LEVEL RESULTS

INTERACTIONOver the one month period all students involved in the HiJo pilots interacted with the mood inputs more than once — INTERACTION
Over the one month period all students involved in the HiJo pilots interacted with the mood inputs more than once

TELLINGHalf of all students interacted with the ‘anxious’ or ‘sad’ inputs more than once — TELLING
Half of all students interacted with the ‘anxious’ or ‘sad’ inputs more than once

INPUT TIMESChildren were very engaged with the mood inputs; mostly in the morning, just before lunch and mid-afternoon — INPUT TIMES
Children were very engaged with the mood inputs; mostly in the morning, just before lunch and mid-afternoon

PATTERNSPatterns of engagement emerged with certain students repeatedly pressing the same mood input at certain times — PATTERNS
Patterns of engagement emerged with certain students repeatedly pressing the same mood input at certain times

TEACHER ASSISTANCEChildren who pressed the ‘relaxed’ and ‘happy’ buttons more often, were more likely to ask their teacher for assistance — TEACHER ASSISTANCE
Children who pressed the ‘relaxed’ and ‘happy’ buttons more often, were more likely to ask their teacher for assistance

TEMPERATURETemperature was significantly related to most of the mood buttons. However, temperature was unrelated to children pressing the ‘anxious’ button — TEMPERATURE
Temperature was significantly related to most of the mood buttons. However, temperature was unrelated to children pressing the ‘anxious’ button

LIGHT & AMBIENCEChildren pressed ‘teacher assist’ more often when the light was brighter. The light ambience score in pilot trials was 382 (with a standard deviation of 195), 300 lux is recommended for classrooms — LIGHT & AMBIENCE
Children pressed ‘teacher assist’ more often when the light was brighter. The light ambience score in pilot trials was 382 (with a standard deviation of 195), 300 lux is recommended for classrooms

MOOD‘Happy’ and ‘relaxed’ inputs were pressed the most out of all mood inputs. — MOOD
‘Happy’ and ‘relaxed’ inputs were pressed the most out of all mood inputs.

SPECIFIC CHILD RESULTS

Child ID12Child ID12 pressed the ‘anxious’ button 8 times, but also reported feeling happy 13 times.HiJo was able to advise that the ‘anxious’ inputs from Child ID12 were aligned with time of day, specifically aligned with lunch break. — Child ID12
Child ID12 pressed the ‘anxious’ button 8 times, but also reported feeling happy 13 times.
HiJo was able to advise that the ‘anxious’ inputs from Child ID12 were aligned with time of day, specifically aligned with lunch break.

Child ID11Child ID11 pressed the ‘happy’ button 32 times, and the ‘bored’ button 24 times.HiJo identified that Child ID11 enjoyed being at school but required greater challenges within the content delivered — Child ID11
Child ID11 pressed the ‘happy’ button 32 times, and the ‘bored’ button 24 times.
HiJo identified that Child ID11 enjoyed being at school but required greater challenges within the content delivered

Child ID15Child ID15 did not use the mood input buttons much at all, but used the teacher assist button more than any other child in the pilot study.HiJo was able to identify that Child ID15 was a happy and relaxed student. They had increased contac… — Child ID15
Child ID15 did not use the mood input buttons much at all, but used the teacher assist button more than any other child in the pilot study.
HiJo was able to identify that Child ID15 was a happy and relaxed student. They had increased contact with the teacher given the ability to connect discreetly