Design of a Digital Library Kiosk for public area in Comoros

Abstract

Access to information and education is crucial for personal growth and community development; however, many regions worldwide face significant barriers in providing these opportunities (World Bank, 2018). The Union of the Comoros is an island nation located at the northern end of the Mozambique Channel in the Indian Ocean. Comoros faces persistent challenges in providing access to educational resources due to financial constraints, prolonged library construction timelines, and centralization of existing facilities in urban areas such as Moroni. Limited access to library resources in schools and public spaces restricts information dissemination and delays educational developments, particularly in rural communities. Due to high costs and logistical barriers, traditional library models remain unattainable for many areas, often leaving incomplete projects in urban centers without benefiting rural communities. This study aims to design a solar-powered digital library kiosk that decentralizes and expands access of educational materials across the country. A user study involving 102 participants from urban, semi-urban, and rural areas, combined with anthropometric and ergonomic analysis, was conducted to identify user needs, literacy levels, and environmental conditions. The resulting design integrates a solar power system for off-grid operation, a multilingual interface to support diverse literacy levels, and multiple content access options, including USB, Bluetooth, email, and printing. Durable, weather-resistant materials and an RFID-based login system enhance users’ usability and security. Findings indicate that the Komo Library kiosk provides a culturally relevant, cost-effective, and scalable solution to improve literacy and educational accessibility in Comoros, offering a sustainable model for bridging the educational gap between urban and rural areas.

Keywords: Digital library kiosk, Comoros education, solar-powered access, user-centered design, educational accessibility

DOI: 10.54941/ahfe1006868