**6. Conclusion**

My study contributes to the growing literature in the following ways: a) I have provided a look at a non-formal learning experience in a Tunisian context marked by those cultural, socio-economic, and institutional variables. b) I shed light on the status of children and their role to manage this experience of non-formal learning. I have provided an opportunity to see how the challenges of using computer technology are generated and how the significations of this use are constructed. To know how computer technology has been integrated into a local context that has not contributed to its emergence and development is crucial to follow up on the individual, community, and institutional strategies adopted in the use and processing of this innovation.

From this ethnographic analysis and this psycho-socio-cognitive diagnosis of the non-formal learning situation experienced by the child in a context of computer use, I can conclude that the experience of computer children utilization is a hyper-complex and multifactorial, and situation. Cognitive and social factors play a role on the experience and its socializing identity. The relationship between these factors ensures the different exchanges between children and the contents of this learning. The development of the child's interactive skills is attributed to this exchange. These appear as knowledge and know-how in charge of providing the child with a status that allows him/her to integrate into a socio and virtual lifestyle.

This study focused on the experiences of children who use computer non-formal learning at child-oriented computer national centers (CNIPE/ COCNC) in Tunisia. Understanding children's experiences and meanings of learning computer use can help educators, policy makers and researchers to develop interventions and guide children towards computer use desirable.

The experiences of child-oriented computer national centers (CNIPE/ COCNC) may influence the environment of education and suggest a new configuration of the different roles, status, and modes of participation in educational situations. I think that increasing these structures which would have a beneficial effect on (1) the diffusion of the scientific culture (2) building a proximal field to improve technical and social competencies (3) can have benefits on children's ability to exchange optimally with their peers.

Finally, it is important to compare our results to other results obtained in other contexts, which we have done in the discussion. The second important thing is to follow the effect of time, of technological innovation on non-formal learning in the local context. This is what we will do in our next studies.

*The Learning Situation in the Computer-Oriented Centers for Children in Tunisia… DOI: http://dx.doi.org/10.5772/intechopen.101736*
