Though teacher training is a widespread phenomenon, there are some novel strategies to overcome human barriers to digital equity in the classroom that have not yet been tried on a large scale. For instance, there are not many schools that have used non-traditional educational software in their curricula. However, those schools that have tried such software have gotten positive results. For instance, a study conducted in the region of Vadodara , India was conducted wherein the students of one primary school played mathematical computer games for two hours a week. Equivalent schools in the area were not given these games; they continued teaching as normal. At the study's conclusion, the students from all schools were given a comparison test in mathematics. The students who played the computer games scored significantly higher than those who did not. In addition, the students who had been academically at the bottom of the class benefited the most; boys and girls benefited the same amount. The students scored well because of a combination of computer use, teacher training, and innovative educational software (Wagner, et al. 22-23). Such software would be optimally effective it were used as a supplemental element of the curriculum. If computer games were a staple element of school life, it is highly probably that students would experience more harm than good. Children should be reinforced with software such as computer games, not trained to expect constant light heartedness and quick turnovers.