Assignment Process RecordingsA process recording is a written t.docx
Dissertation
1. CAN AN APPLICATION
BE DEVELOPED TO
OVERCOME LANGUAGE
BARRIERS IN SOCIAL
MEDIA?
Dissertation: Interactive Media Development
OCTOBER 15, 2015
JONATHAN CHARLES DAVEY
2. Contents
Abstract......................................................................................................................................3
Acknowledgements....................................................................................................................4
Introduction ...............................................................................................................................5
Topic Overview.......................................................................................................................5
Aims and Objectives...............................................................................................................5
Terms of Reference................................................................................................................5
Literature Review.......................................................................................................................6
Introduction............................................................................................................................6
Digitalised Education through Social Media ..........................................................................6
Methods of building Linguistic Knowledge ............................................................................9
Learning through Introjection..............................................................................................11
Gamification of Academic Teaching.....................................................................................14
Conclusion............................................................................................................................18
Description of the Problem Domain ........................................................................................19
Methodology............................................................................................................................19
Analysis.................................................................................................................................19
Sampling and Data Collection ..............................................................................................21
Design...................................................................................................................................23
Iteration 1.0......................................................................................................................23
Iteration 2.0......................................................................................................................24
Development / Implementation - 400 / 800........................................................................24
Testing - 400 / 800................................................................................................................27
Results Analysis........................................................................................................................28
Conclusions ..............................................................................................................................29
Recommendations ...................................................................................................................30
4. Abstract
Approx. 250 words summarising the entire dissertation including results analysis,
conclusions and recommendations. This should be the last section completed.
5. Acknowledgements
I would like to acknowledge and show the deepest gratitude to my supporting friends and
family as too my noble friend and dissertation supervisor Christopher Willitts and the higher
education learning mentors Paulina MacKrell, Dave Barnes and Karen Cash.
6. Introduction
Topic Overview
The project overview is to develop an application service for mobile devices - specifically
phones with the Android operating system - which will be developed to test if difficulties in
language development and whether they can be overcome with modern social media
norms; that being of various sources for online mediation. The app will be an online real
time conversation facility similar to ‘WhatsApp’, ‘Kik’ and ‘Blackberry Messenger’, with the
main difference being that the user can only choose from a limited number of messages
and/or phrases, similar to the dialogue facility in ‘Checkers’ and ‘Chess’ games pre-installed
in a multitude of Microsoft operating systems. The application service will internally analyse
and fully translate phrases interchangeably from English to Polish, with the theory being
that the user will start to recognize the intention of these messages and/or phrases similar
to someone learning to master a video game through a limitation in learning style.
The Android application will be improved depending on feedback given by the user, with the
intention of software stability and success of the application’s intentions; that is, to add or
remove words and phrases that user’s recognize.
Aims and Objectives
SMART objectives for this project can be observed in Appendix A.
Terms of Reference
The terms of reference for this dissertation involves heavy acknowledgement of the word
‘introjection’ and its association with collective behaviour and cyber consciousness as
discovered by Suler (2004). The analysis of behaviour and pleasure within the modern
nature of technical capture is also thoroughly introduced and discussed, as a vested interest
in the study of this topic is to be presumed of the reader.
7. Literature Review
Introduction
This review of literature aims to cite information and data relevant to the learning of foreign
languages and how education can be adapted by modern digitised media. This report also
serves to appraise the embodiment of the term known, come to known by many, as
‘Gamification’, and how the ideologies of this phenomenon can be applied to the
development of future developments.
The structure will be discussed as follows: digitalised education through social media;
methods of building linguistic knowledge; learning through introjection and gamification of
academic teaching. This serves to gradually break down and contextualise current research
in the fields elaborated upon in order for social sciences and present technology to be
utilised in a gamified manner.
Digitalised Education through Social Media
McLoughlin and Lee (2008) introduce the adaptation of learner’s individual preferences
under the concept of Web 2.0, the identified term which refers to user generated content
such as blogs and videos. Before the digitalising of learning through social media, material in
’further education’ was taught in packaged modules and deadlines. This is expanded on by
Kelly and Murphy (2004) to include videotaped consultation, skills practice and role-play.
According to Byers and Crocco (2016), role-play is also a vital component to gamification
which will be discussed further in this literature review within its identifiable
contextualisation.
According to McLoughlin and Lee (2008), learners were thought to have more control over
their education and sought websites such as YouTube and MySpace for self-directed
learning, while Ringelhan, Wollersheim and Welpe (2015) add to this, exampling that
Facebook creates the possibility to observe scientific and trending interests. This introduced
the inclusion of Web 2.0 in pedagogy and engaged users via such informal environments.
8. "I have always imagined the information space as something to which everyone has
immediate and intuitive access, and not just to browse, but to create” - Tim Berners-
Lee (2000)
While content can be created by the learner, material can be shared online through virtual
learning environments such as Moodle, discussed by Costello (2013). Moodle is an open
platform for the deliverance of education assets and is mainly adopted by higher education
departments.
A study was by Vassar et al. (2015) found that distributed learning environments satisfied
students and proved successful in engaged learning, however training would be required for
students to take part without technical difficulties, such as downloading PowerPoint
presentations, hear the audible content clearly, or resize on-screen material. Presentation
length and software accessibility was also noted as a barrier for partaking.
According to Levasseur and Kanan Sawyer (2006), PowerPoint presentations became widely
used in classrooms around the year 2001, and have been heavily criticized for their use.
Mollerup (2014) examines the basis for presentations as introducing audio and visual stimuli
in computer generated slides, which is compared by Levasseur and Kanan Sawyer to that of
chalkboards and overhead projectors. It is concluded however that varied learning styles
produce different results in students. These learning styles were similar to the findings
explored by Felder and Silverman (2002) with inclcusion of “Visual and Auditory Learners”,
the term however was changed to “visual and verbal” in 2002 to fit a segregated but refined
understanding of the learning model.
Faithful to the disputes of Reeves, et al. (2002), Mihajlov, Arsenovski and Chungurski (2008),
usability principles and guidelines are developed for the modernising of data and
deliverance, the virtual learning environments spoken about in this paper are of no
exception.
Nielsen’s (1994) usability principles can be taken into account by students as-well as website
designers for distance learning environments; it is argued by Lydia, et al. (2010) that Google
9. Scholar is a usable platform for learning environments, more so than journal portals. It’s
introduced by Pomerantz (2013) that Google Scholar is another pinnacle of the deliverance
of educational material, an online service that students can find access to library
automation. Fred Kilgour foretold this aim as “100% availability of information”. It’s also
inferred by Pomerantz that Google Scholar will make students engage in self-teaching with a
higher cognition of literacy skills. Google has had the success of helping libraries reach out
to users, and users to reach libraries. In this context it has acted as a centre ground.
Nielsen’s (1994) ten heuristics are visibility of system status; match between system and the
real world; user control and freedom; consistency and standards; error prevention;
recognition rather than recall; flexibility and efficiency of use; aesthetic and minimalist
design; help users recognize, diagnose and recover from errors and help and
documentation. These heuristic principles are pinpointed to create structure, such as
identifying a consistent copy and paste feature, or as exampled by Reeves, et al. (2002), help
the user to recover errors and provide easy help and documentation.
Usability in general however, according to Downey (2007), has a distant history with its
initial phase only consisting of five to seven participants as opposed to a more recent
example of 30-50, with fewer less specific heuristics principles. The evolution of technology
is the prior reason for the change in how heuristic guidelines are compiled and produced
today with educational and social implementations being applied, as-well as constraints of
time, money and lack of voluntary participation creating a lack of developmental resource.
As compiled by Hollingsed and David (2007), 1990 ignited the question of success in the
approach of the inspection method in which usability principles are observed, these include
heuristic evaluations cognitive walkthroughs and pluralistic walkthroughs. While heuristic
evaluations, introduced by Nielsen and Molich in 1990, were not of costly method in the
design process, as it was recognised that 55% - 90% of identified complications materialised
within a user interface. One of the many disadvantages however was in the prior fact that
this inspection method was based around the presumption of having experts of specific user
interfaces at the inspector’s disposal.
10. Hollingsed and David (2007) describe an advantage of the cognitive walkthrough not
specifically requiring an expert’s observation or utilisation of the product. The method
involves creating a list of procedures to follow to achieve the goal of the inspected product.
The method has been proven useful for developing interactive explorative systems such as
tour guides and web based management libraries. The disadvantages however, as
introduced by Spencer (2000) and secondarily argued by Trivedi (2012), include the
possibility of biased results based on a lack of precise task orientation.
Bias (1994) and Nielsen (1994) introduce the Pluralistic walkthrough, a group orientated
inspection method which involves a range of users who note their individual instruction to
an action or problem. Experts are then coordinated to give their own opinions of take on the
problem. This method derives a faster approach than other usability inspection methods
due to the number of participants involved, however this can also lead to a disadvantage
where multiple people having various alternate action sequences for specific or non-specific
tasks.
Methods of building Linguistic Knowledge
With the difficulty of acquiring linguistic talent, as found by Thorne and Payne (2005),
discussing how a technological approach can increase the effectiveness of introjected
learning may be best cultivated in detail after understanding how the development of one’s
linguistic talent might originate without it. Learning second languages, as part of developing
linguistics, is associated by Liu and Reed (1994) as a primary focus of a study into learning
styles that are individualised dependant on a participant’s level of education.
In the framework presented by Liu and Reed (1994), the learning styles are split into two
classifications; field independent learning, and field dependant learning. According to Liu
and Reed, the definitions of these terms can be described as "the extent to which a person
perceives part of a field as discrete from the surrounding field as a whole, rather than
embedded in the field; or the extent to which the person perceives analytically"; with the
thought “field” being the chosen expression to incorporate thoughts, ideological intentions
or feelings. In this specific context, the word “field” merely acts as the context of focus
within the study; the focus which was also applied to the learning of a new vocabulary. Liu
and Reed (1994) concluded that field independent learning - in which the surrounding
11. context of a field of study is relied less heavily upon - can be just as effective as field
dependant learning, given a different set of learning methods and resources of a
hypermedia approach.
With this subdivision considered, field dependant learning relies on the surrounding
contexts, learning resources and figures of instruction, such as a teacher. Dependant
learning can also become a double edged sword, as it’s revealed by Gu (2003) that growth
of the body of knowledge can vary depending on the learner and their environment - similar
to Liu’s and Reed’s (1994) suggestion that field independent learning can improve based on
utilised resources. To this end, Gu’s (2003) contrasts the theory based on Flavell’s (1979)
cognitive framework with the ability to acquire linguistic talent; with explicit focus on
vocabulary and second language acquisition. These heuristics consist of ‘Person’. ’Task’,
‘Context’ and ‘Strategy’. Conjoined, the leaner is characteristically instilled with an efficient
mental process of learning and retaining what can be seen as small as a word or a definition;
and it is atypically concluded by Gu that, as mentioned, there is segregation between a
given word and it’s definition. As such, Gu concluded that much research was required to
convert the academic study of a language, to a cognitive skill.
Similar insights are further researched by De Jong, et al. (2012) in that processing skills for
both native speakers and non-native speakers are often intellectually harmonious based on
varied characteristics of a person; which is concluded from the split partition of pausing; the
“uhm” and “um” between words; repairing, which is the retrospective correction of
previously spoken speech; and speed, the duration of a pronounced syllable. Fluency is
attained by the expressed formula discussed, however this outcome is also segmented to
three partitions proposed by Segalowitz (2010); cognitive fluency, which is the basis
research by De Jong, et al. (2012) to pertain that varied characteristics of speech are much
related to an individual’s speech; utterance fluency, which is the objectively calculated and
measured speed based on a sample that is uttered; and perceived fluency, the subjectively
observed speech through prior judgement. It is also noted by De Jong, et al. that short
breakages of speech in native speakers are often used as signals of speech delay.
Congruent with Liu and Reed’s (1994) findings on the reliance of one’s understanding of
learning dependency, it is vital to find that the dependency is a double-edged sword as
12. found by Gu (2003) in that utilised materials and tools add extra variables to the question of
the level of self-control over learner experience. However to add to the converging evidence
that suggests a potential increase in society’s self-education, it’s added by Chiviacowsky,
Wulf and Lewthwaite (2012) that positive feedback can generally improve a persons’
motivation with ease, with inconsequential differences established in age and disability.
Feedback also happens to be a usability principle by Nielsen (1994) which can also infuse
pedagogy with usability inspection.
If we can associate the dependency in pedagogy between the student and the teacher, the
student and assistive technology, and the dependency of one’s own intrinsic necessities, it
becomes rationale to assume that dependency can derive from another person not
necessarily in the specific study field of the student, but in more psychological environments
such as hypnotherapy and hypnosis. According the Pratkanis (1992), subliminal messaging is
an ideological approach to subtle directions in the brain in order to influence, train, or
educate the user of such technology. In its proprietary stages however it was banned by the
National Association of Broadcasters in Britain and Australia due to fear of loss of licencing
rights. This ruling was a direct result of an investigation by The Federal Communications
Commission. It was however acknowledged that in the past 50 years - as of 2006 - by
Broyles (2006) that data showing subliminal messaging to be an intelligible science was
inconclusive.
Learning through Introjection
To understand the cognitive association to learning through introjection, one needs to
understand the very definition of the word and an understanding of its cognitive processes,
through its psychological utilisation in the domain of psychotherapy (Kelley-Lainé, 2014);
internal dynamics in sociology (George, 2015) and in eventuality; cyberpsychology as
founded by Suler (2004). In its entirety, its custom is a part of “Solipsistic Introjection”
described in Suler’s “The Online Disinhibition Effect” in which a user may begin to second-
guess another user’s body language, expression and tone of voice. In this manner they begin
to ‘hear’ another persons’ voice in their head as they read a message or text. It’s revealed by
Berdychevsky and Nimrod (2015) that even though elements of the online disinhibition
effect, such as solipsistic introjection, can have greatly negative elements; such as ‘trolling’
13. (Binns, 2012), but can also have a positive impact on psychological aspects of one’s self
including the sexual arousal and liberation by seniors in the online community.
As a psychotherapeutic quality, as found by Kelley-Lainé (2014) and Bedics, et al., (2012) the
introjection can be best defined as a form of self-talk with the patient, with self-directed
action, cognitive self-appraisals and affirmation being crucial to the psychological
assortment. Online, this therapeutic, positive reinforcement could be collectively briefed
upon by Suler (2004) as benign disinhibition.
“the concept of the introject can be defined as an aspect of an individual's personality
that consists of self-directed actions including cognitive self-appraisals, and verbal
and physical actions directed toward the self” - Bedics, et al. (2012)
Through each of these contexts of the word, one can begin to piece together the cognitive
processes in which introjection takes place, and can take place in learning as described by
Comeau, Huta and Liu (2014) in that Chinese students self-induce shame and guilt through a
higher cognitive use of the processes of introjection; and Sim, Cheung and Hew (2011) who
explores the use of self-introjection in one’s own ego. The subconscious elements to
introjection are connected by Garg, (2012) Ekwutosi and Moses (2013) in discussion that it
can be in direct contact with the personality and ego of an individual.
Green and Bavelier (2008) question the state of learning in association with training in
certain regimes and states that the success of humankind is fundamentality a result of the
ability to learn. Green and Bavelier argue that learning is a broad term which can be split up
into multiple specific learning types, such as ‘non-associative’ learning; defined and proven
by Hammer, Braun and Mauelshagen (1994) to express the altered behaviour from an
animal that refines from a withdrawn external stimuli; and the “much more complex” social
learning, the style which according to Hecht, et al., (2012) humans are already experts that
which is to educate oneself through observation or another person. It is to be noted that
humans imitate movement at a more successful rate than chimpanzees, which require
specific condition orientated training, or as termed by Hecht, et al. (2012), “do as I do”.
More so than is the work noted by Hecht, et al. (2012), it is important to discuss a key
difference in definitions of the word between introjection and the word “projection”. We
14. have already discussed the subliminal relativities within introjection as an unconscious
influence that takes place in the mind, dependant on somebody else. “Projection” is an
antonym of introjection and so it its unconscious counterparts. An example, to give instance
to its interlacement, it’s discussed in the writings of Mäkinen and Annala (2012) that
projection and introjection is of a conceptual framework of HE (Higher Education)
curriculum design in Finland. In this current context, Bernstein (2000) refers to introjection
as the production of a curriculum based on the internal knowledge base a leaner already has
of the given subject, whereas projection implied the external demand and its effect on
eventual working life.
Even though the relation to introjection as opposed to projection is slim, there is much to be
said that educating one’s self to use digital technology has become a somewhat different
practice, dubbed Computer-supported collaborative learning (CSCL) and reviewed by Stahl,
Koschmann and Suthers (2006). Not only does CSCL introduce new forms of learning
mediums such as distance learning, but the intricate, complex nature of how one absorbs
information processed from a digital space.
It was mentioned by Koschmann and Suthers (2006) that when CSCL was assorted in the
1990s, it was seen with much criticism with a focus on it being a ‘geek’ tool that solely
consisted of isolation. CSCL however focussed on collaborating students together utilising
the pros and reducing the cons - such as keeping the students motivated by keeping vital
resources such as the presence of an instructor and material when needed.
The complexity and ubiquity of a CSCL learning method arose from the artificial intelligence
- described by Koschmann and Suthers (2006) - used to help analyse intellectual behaviour
from the student and bring forth more use in other pre-existing styles of understanding such
as instruction, the act of repeating information to one’s self to help retain information;
programming and its constructs.
15. The concept of learnability in digital natives is explored by Ng (2012), the contextualisation
of Ng’s findings - undergraduates in unfamiliar technologies - were based in an Australia
based eLearning environment in which learning styles were studied and attentively
discussed. Part of the debate in digital natives derives from the disagreement of what
specifically classes for a generation. In the paper by Ng, it is noted that Prensky (2001)
defines a digital native as born during or after 1980, born into a digital surrounding. More
intricate points considered are an individual’s pre-existing position in education and
availability, the educational support found in modern technology, and the ‘rhetoric’ that the
brain alters the learning style and mental model of a native.
The digital age, according to Ng (2012) began in the 1970s when the digital environment
began to take possession of “everyday living”. Aziz (2010) elaborates however, that it could
be argued that ‘young people’ still need to be exposed to educational resources in order to
utilise them as tools for learning. In addition, the paper argues that digital natives still need
to be made aware of technologies that could be used for educational purposes, in contrast
to social media in which awareness has already been made, ‘peer driven’.
Gamification of Academic Teaching
‘Gamification’ is the applied knowledge of gaming ideologies in rotating contexts, Huotari
and Hamari (2016) explain that gamification has enticed rapid awareness in industry and
academia as an eventual construct of valuable theory in HCI (Human Computer Interaction).
According to Deterding (2012), scholars began intuitively researching this theory in the
1980s with focus on user experience; encompassing a sense of pleasure of the individual. It
was also noted by Deterding that ‘Foursquare’ and ‘Nike+’ were widely known apps that can
be seen to serve as an example of gamification in the moment; as described by Gallo (2012),
Foursquare encompasses the ability to find specific venues and ‘check-in’. Nike+ on the
other hand - as Porta (2013) attentively studies - is a fitness engagement service that utilises
a social networking competition element.
With further reference to gamification, Deterding (2012) suggests that Gamification has
been utilised by marketers with stakes in tutorial delivering platforms, crowdfunding
services and even health overseers. It is also proven by Han (2015) that Gamification can
increase successes in modern teaching, with the theory that rewarding students in due
16. order, in succession, allowing them to be given long term and short-term goals, can escalate
enthusiasm with the path of success in sight.
“Identifying these key elements and understanding how they motivate students can
help educators improve pedagogical strategies and can help students learn through
activities that interest them” - Han (2015)
To expand on its marketing attributes, Hildebrand, et al. (2014) elaborates on the examples
of how marketing has adopted the psychological phenomena, specifically quoting for
instance that up until 2014, more than 70% of Forbes Global 2000 organizations possibly
applied gamification theory. Hildebrand, et al. also elaborate on the restriction of content
that utilises gamification to increase business and sales; this is due to the internal challenge
proposed by the change in behaviour in product trade. As exampled by Huotari and Hamari
(2011), business gamification can also be seen in daily transactions and the trade in value of
money spent, such as loyalty cards at a coffee shop or live updates of your progress stats on
many exercise machines seen in gyms.
The theory spoken about by Hildebrand, et al. (2014) is similar to its gaming counterpart,
explained by Lizardi (2012), and specifically referred to as micro-transactions and/or DLC
(downloadable content). Whereas DLC is content that is either restricted from the game or
created after it, micro-transactions are often used in ‘pay to win’, mobile games give the
user a currency to use in-game; specifically only rewarded to the player when they either
share the app, or pay the company.
To expand on another matter mentioned previously, health is also of concern and is an
industry that benefits from a gamified approach. Schopf, Serrano and Fernandez-Luque
(2013) discuss a web application that was targeted towards North-Norwegian youngsters
that monitors and educates the importance of sexual health in order to prevent STDs
(sexually transmitted diseases). The theory proposed was that the gamification elements
such as awards, and social networking ideologies such as avatars - ‘a cartoon or game like
figure customized by the user’ - and online mediation, would increase the motivation to
educate the users and change their detrimental behaviours for the better.
17. The research carried out by Schopf, Serrano and Fernandez-Luque (2013) was seen to be a
success with gamification said to have much potential. And this theory is and can be used in
many departments of health, including mobile applications such as that discussed by Singh
(2012) which helps users to quit smoking by awarding the consumer with stickers after
inputting their self-imposed smoking boundaries. Not only can the application be used by
the consumer in this manner, but it can also be used by care staff in order to understand
their patients and ‘win contributions’.
Similar to care staff and addicted consumers alike using gamified applications as mentioned
by Singh (2012), Blohm and Leimeister (2013) mention other specific examples in which
gamification can be used to incentivise other sufferers - or those of potential risk - in care to
take care of their wellbeing. These examples include the ‘Speed Camera Lottery’ hosted in
Sweden 2011 by Sweden’s National Society and Volkswagen which awarded users for
following due procedure when driving. Blohm and Leimeister (2013) also converse the
interchangeable positions in consumer and designer in terms of ongoing project
development.
In the findings of Blohm and Leimeister (2013), the mechanisms of the financial market in
correlation with software ecosystems is also briefed upon, and for an example, one could
refer back to the research of Lizardi (2012) in regards to DLC and micro-transactions.
According to Loguidice and Barton (2014), DLC was the solution that Microsoft introduced
so that additional content - including bug fixes - could be streamlined to the consumer while
profiteering years on after a game’s release.
Gamification has certainly helped certain sectors find their gaps and room for improvement
in the health and IT industries; education is thus far the most important point to be made in
this paper and is one subject that has been appraised throughout in contrast with the
subject matter. Huang and Soman (2013) state that while the concept is ‘simple’, putting
into specific contexts is not. Huang and Soman follow the formula of understanding the
target audience and the context; defining learning objectives; structuring the experience;
identifying resources and finally applying the gamified elements.
18. The first step of the progression formula prepositioned by Huang and Soman (2013)
encompasses an understanding of who is involved and what actions each party is taking.
The timing of lessons for instance is crucial; time a session too close to lunch and the focus
may be on the lunch, time it before something the student enjoys however and the extrinsic
motivation may encourage the student. The second step of this progression was entirely
dependent on the learning outcomes of the intended gamification element. In this instance
Huang and Soman (2013) refer to the many enclosed case studies that cease ‘active
disengagement’ through badges and rewards. The many contexts include corporate training
and universities academies.
The third step by Huang and Soman (2013) involves the breaking down of milestones for the
instructor and the student, with both benefiting from the same opportunity to clarify
student and teacher goals and to carry out a thorough understanding of ‘basic derivatives’;
‘derivatives of polynomial and exponentials’ and ‘integrals’. These inner guidelines act as a
system to not only allow students to understand the context of their study, but to ‘push’
them to extrinsically motivate and remove fatigue and boredom.
This ideology is also used by Robbins (2001) in ‘Awaken the Giant Within’. The technique
was dubbed the ‘Pain or Pleasure’ principle in which remotely painful emotions such as
boredom were thought to be a short-term outcome resulted from a lack of what an
individual sees as work. By ceasing actions that create more short term outcomes than long-
term outcomes - such as that resulted from ‘hard work’ - the individual is encouraged to
engage in activities that may induce emotions similar to those mentioned by Huang and
Soman (2013); boredom and fatigue.
The gamification in course content can be established in stages four and five of Huang and
Soman’s (2013) progression list but only after the contexts and environments of the study
have been realised. Before applying the gamification to the intended learning outcomes,
one needs to ask the preliminary questions of how a tracking mechanism can be applied;
what ‘currency’ is used to act as a variable in each accomplishment undertaken; what rules
are to be sectioned in place; and how an instructor maintains consistent and concise
feedback.
19. Conclusion
The literature review conclusion should consolidate all themes and provide a basis
for the Description of the Problem Domain
20. Description of the Problem Domain
Language barriers – such as missing slang, fluency, and gaps in grammar and vocabulary -
are still a common problem after the birth of social media; this is due to the academic
nature and method of learning a new language. For instance, practitioners of a second
language often learn their sought knowledge via the limited approaches of - for example -
the alphabet or the country of origin’s hundred most used words.
In a society where evolution has been undertaken to achieve what societies could not
achieve otherwise, it should be assumed according to the research in the enclosed literature
review that the majority of second language practitioners utilise technology in such a way
that the structure of the brain processes the instructions more efficiently; this would
promote motivation, enthusiasm and a more effective learning strategy while retaining a
pleasurable experience throughout.
It is an unfortunate an economical obstruction however, that the potential for such
pedagogical approaches have not been used to the potential decided by the designer, thus
practitioners of linguistic knowledge are halted from intellectual growth and interest in
what could potentially be an increasingly compulsory talent with countless real world
applications. Instead, a recommended system of placement is not dissimilar to the ‘Dynamic
Immersion’ system by ‘Rosetta Stone’ which is described by Ikonta and Ugonna (2015)
where all communal mediums are adjoined into an interactive learning experience and
utilised extensively within industry with greater focus on the synthesis of dynamic learning
with academic study.
Methodology
Analysis
This study will aim to evaluate the limitations of intellectual growth by designing and
developing a portable application. Engaging familiarity by replicating a modern standard
with heuristics and trends used consistently in industry has proven to be successful.
Heuristics such as Nielsen’s (1994) list of heuristic principles in system design; and design
21. trends such as gamification - discussed comprehensively by Huotari and Hamari (2016) - and
user experience design (UXD), the design of pleasurable experience within an interface
briefed upon by Deterding (2012) while discussing ‘gamification’.
The ideology behind the use of these ideas are to engage a specific target audience with a
‘gamified’ interface - introduced and discussed by Huotari and Hamari (2016) - to analyse a
potential increase in successful pedagogy and retention of knowledge. The current system
of forming a cognitive understanding of a language is to, as previously mentioned in the
problem domain, to learn and remember fractions of a linguistic such as its alphabet or an
increasing number of commonly used words and/or phrases - a strategy previously used by
Fraser (1999) for the recommendation of the readjustment of teaching performance.
The challenge proposed is that this is no longer a compulsory limitation due to the growth of
technology and its ability to interact with a persons’ cognition. This theory has been directly
evaluated and proven by research proposed by the enclosed literature of this dissertation
project.
As the topic at hand closely deals with and relates to the computing sector, and requires it
to consult participants in consistency, results will be varied and analysed using computer
mediated technology, using both online and offline technology to measure findings and
communicate. For instance, Office Excel by Microsoft has the proliferation of calculating
what an individual cannot, and its use of formulas will be used in this context to generate
charts based on results given from the online form software Survey Monkey; a software
used following the appraisals of George, Dreibelbis, Aumiller (2013) and Waclawski (2012).
The portable application will be used on mobile phones with the Android operating system
installed; its creation will primary derive from web programming technologies such as
HTML, CSS and JavaScript, and interconnected to multiple platforms with Bootstrap, PHP
and SQL. Its coding nature however will be dependent on integrated development
environments (IDEs) such as Dreamweaver, PhoneGap - also known as Adobe Cordova -
and/or JavaFX. Not only would IDEs be necessary, but also some programming languages
depend on installations found online, such as PHP and SQL. These programming elements
22. will be ultimately utilised to create a social and dynamic environment where the
participants can interact and respond through a live messaging service.
This application would be pilot tested with local acquaintances separate from the
participants collaborating in the project. However, individuals’ used for pilot testing will be
of assistance in terms of feedback, and will help to assist in the methodology - heavily based
on James Martin’s ‘rapid application development’ (RAD)- used to develop the final working
prototype. Other software development processes and methodologies were considered,
such as ‘Waterfall’ and ‘Spiral Development’, however these development models consist of
iterations, planning, and a number of strategically placed updates. Due to the nature of this
dissertation project, RAD seems to be the concluded advantage.
Sampling and Data Collection
Prior to choosing an overall strategy to utilise - while sampling - before carrying out data
analysis, a great deal of research was committed to choosing which methodology in this
area would be best to find the best results; as timescales were of preliminary concern with
only enough participants to cover the average classroom of five to 15. Research for best
practices were concluded based on suggestions from McLeod (2014) and Changing Minds
(2016).
One could assume prior to the previous mention of time restraints that the convenience
methods would promote efficiency and results fitting for the study; time and money are less
of a concern within these techniques, however the samples used within this study will be
five Polish participants and five English. It is assumed that result analysis is as accurate as
possible but it is also vital to be able to contact the Polish community within the area.
According to the Rogers (2011), foreign-born individuals in Poland were second to Pakistan
born in the North West, which the accompanying University campus resides in. Studies will
be collectively held using qualitative questionnaires with the potential for quantitative
interviews afterward around the mobile application utilised for the study.
For qualitative purposes, triangulation methods will potentially be utilised to analyse the
statistics, and one of these methods is demonstrated and exampled by Almira Osmanovic
Thunström, head of Neurobiology and Neuroscience (SciPhi Laboratory, 2013) on YouTube.
23. The method explained is how to discover the deeper context of one’s answers by forming it
as ‘Observational’; ‘Self-Reported’; and ‘Experimental’. While SciPhi Laboratory
contextualises the methodology with recognition in the blogosphere, it is theory is spoken
about in general terms and can be transferred to the context of this study.
As spoken about in the introduction by SciPhi Laboratory (2013), the observational angle of
said theory revolves around watching a phenomena as it happens; watching “the natural
world”. In context with this study, the observational would consist of remaining present in
the classroom in which the experiment takes place and collecting results manually from
observing the communication between each linguistic. Self-reported data represents the
nature of producing questionnaires, giving a the opportunity for participants to form their
own opinions and speculations about the given experiment, however the self-reporting can
be split into qualitative and quantitative and can easily consist of both if the previously
mentioned ‘convenient’ methods aren’t focused upon too much.
Another triangulation method thought to be of specific use in this study is self-
determination theory, and used by Garn, Matthews and Jolly (2010) to discover the true
correlation between gifted children and parenthood. This methodology undertakes
forethought opinions and allows them to be spoken about in a subjective manner, added
together to reach an outcome. In the example cited by Garn et al., the theory was added to
another form of questioning. This could serve useful for this study, as the study consists of a
relatively low number of participants whom can easily engage in the experiment in a single
classroom and can all be communicated with at once if need be.
Data containing the results can with ease, be stored within Dropbox’s (2016) secure
environment consisting of a multitude of security protocols such as two-step verification
and password requirements for files - as like Windows Explorer.
24. Design
Iteration 1.0
This design section will discuss the rationalisation of the application project shown in
Appendix F.1, and will begin by arguing that adding a fitting logo was contemplated on
creation of the sign-in screen, and it was on occasion wondered by peers whether it looked
like a logo at all. The application itself is to be a project utilised largely to gain results from
an experiment, which begged the question of whether the application required a name at
all. To settle the matter however, “Let’s Translate” was created with Photoshop’s automatic
layer styling.
The second biggest design decision at this time was what would take up the application’s
inspirations, and which took the same goals in terms of communication. As mentioned in
the Aims and Objections section, applications such as ‘WhatsApp’, ‘Kik’ and ‘Blackberry
Messenger’ aspired to this need but did not necessarily utilise language translating facilities,
or the limitations of message. This is why the ‘Chess’ and ‘Checkers’ games - that are pre-
installed in Windows XP - were mentioned, as they consisted of limited messages its small
but resourceful medium of communication. The language translation could be seen in
Google Translate however portability wasn’t necessarily utilised in Google Translate.
Aesthetically - noting that while it was not necessarily the intention when designing the
prototype on Adobe Photoshop - it derived due to the fonts and use of solid colour made
the interface show similar visuals as Windows 10. In the sense, the font was kept as the
familiarity would attract people towards the application, as presently - claimed by Merriman
(2015) and Wilson (2015) - Microsoft have an active influence in their users upgrading their
Windows 7 / Windows Vista operating systems to Windows 10.
After the application was utilised and used as a successful prototype for gaining results for
the dissertation project, it was not assumed that passwords would be of requirement in a
controlled environment in which participants would be observed. Only the results were of
concern; the documents of much importance would be kept in an encrypted Dropbox
account, in a file that was password protected.
25. The chat system itself aims to look similar to the inspirations already mentioned, which is
why the message and emoji box at the bottom. When a person hits the emoji menu and
selects an emoji from the list, their required message will send with the emoji they chose.
This is intentional as the emoji could change the desired meaning of the message they wish
to send. It is mentioned that grammar could alter the meaning of foreign languages and this
is why the emoji would come into much use.
Another familiar button was the one used for settings; this is the button people click - that
will automatically open once the screen has transitioned into the chatting state - that allows
the user to choose whom they communicate with. An inspiration used for this design was
Google Chrome, which to note used to be a symbol of a cog. Due to the nature of the
experiment, the list will filter out users of the same nationality, so that Polish users would
only speak to English participants and vice versa. It is also important.
Iteration 2.0
The second iteration was rationalised upon not only the project lifecycle chosen - the
iteration process - but also feedback given from Iteration 1.0 following feedback given by
experts in HCI and rich internet applications (RIA). Upon analysis of technologies involved in
the eventual development of the dissertation project - that being the mobile application
being discussed - it was noted that rather than design the entire project from scratch, it was
a feasible and manageable task to incorporate an existing framework. This would not only
assist in time management but it would also introduce develop an awareness of new
technologies during the developmental process. It is possible that the ideal evolution of the
mobile application, with HTML, CSS and JavaScript, in fact, be managed via a web interface
rather than a mobile one which was the notion first instigated as seen in Appendices F.1 to
F.4.
Two important feedback notes given by one expert in the field was that the colour scheme
was a variation of the colour green. Looking at existing frameworks such as ‘chat-dark-
emoji’ by the Guardian Project (2016) and ChatSecure (2016), with both interfaces
encompassing the Android operating system, it is lucid that having an intricate design
including complex gradients and backgrounds is not an absolute necessity and neither is a
given colour scheme. In the phase when the project would be a mobile application, these
26. served as appropriate inspirations however more leniency and flexibility was given.
However similar colour schemes have been elsewhere as part of framework source code as
seen in ‘AJAX Chat’ by Blueimp as clarified and documented on Frug GitHub (2016).
Storyboards of this revision can be found through G.1 to G.6 with an overall layout
wireframe in Appendix G.7.
Development / Implementation
As seen in the previous section, it was initially planned that the development would begin
with a responsive portable application, that being familiar to existing frameworks such as
‘chat-dark-emoji’ by the Guardian Project (2016) and ChatSecure (2016). However, in
eventuality, it was foreseen that for ease of use and a history of prompt development with
specific technologies - specifically HTML, CSS and various different JavaScript libraries such
as jQuery - would allow for easier development, especially with the adjustment of source
code in the time period utilised. In the final design, it was conceded that the project would
begin its second and final iteration with ‘AJAX Chat’ by Blueimp as clarified and documented
on Frug GitHub (2016).
Appendix H shows the document root for the project folder shown by most clients utilising
file transfer protocol, otherwise known as FTP. The URL of the finalised development is as
follows:
http://79.170.44.136/jonocharlesdavey.com/ChatApp/
In this web address, ‘public_HTML’ as seen in Appendix H is not visible but its sub-folder
‘ChatApp’ is, which leads to ‘Index.php’ as an automatic behaviour for all websites. In the
prototype, source code modification is limited to the declaration that the package was
internally modified and by far was operated with mark-up as follows, with credit to the
source material focussed on:
27. Initially, AJAX Chat is designed to be integrated with many message board arrangements
such as ‘phpBB3’, ‘MyBB’ and ‘Vbulletin’. This is why the aforementioned screen neglects
the functionality to register account details in itself. It is however possible to register users
manually within its code, shown in the “Lib” folder and “Data” subfolder displayed in the
document root shown in Appendix H. A breakdown of the ‘Users’ PHP file is broken down
with the imperative script commented for improved understanding on behalf of the reader
of both this dissertation project and the project itself, this can be found in Appendix H.1,
with Adobe Brackets being utilised to capture the code entry.
The coding seen here presumes existing entries segregated into various different privileged
roles such as Admin, Moderator and Guest. If a register page was to be made, it would inject
the code directly into this file with the direct possibility to being injected from a MySQL
database.
Apart from the template files, additional pages that were critical in the process of this
development were the language translation files that primarily consisted of arrays, stored to
convert one variable to the language of another. In this example, only “en.php” and
“pl.php”, naming conventions given to the English and Polish language files. Due to the
nature of the dissertation involving a limitation of English and Polish speakers for the
prototype, it was convenient to limit language conversion to the two files. An explanation
for how these arrays worked can be seen in Appendix H.2 in the same format as Appendix
H.1, albeit less heavily critiqued throughout due to the consistency of code. The same
format is used in “pl.php” but in vice versa to the format shown.
Appendix H.3 shows the file “Shoutbox.php”, this is the ultimatum of how AJAX Chat parses
messages to another user, two types of code yet to be annotated are blocked out and
commented for reader discretion.
Appendix H.4 shows the code given to the “Change Username” field found in “Chat.js”; the
custom JavaScript library shown in the “js” folder in the document root of Appendix H. The
code is parsed through the dialog box that materialises with a left click, the ideology behind
this idea is explained by Appendix H.4 and directly relates to Suler’s (2004) Online
Disinhibition Effect.
28. Testing
Testing for the application was carried out by the developer and pilot tested with 3 test
subjects but primarily commented in depth by test subjects one and two, with less
exhaustive feedback given by the latter three who were communicated with exclusively on
the social media website Reddit:
1. The first test subject declared on the code and ideology of the application seemingly
being less stable than it looked, with code that would fracture with the addition or
ordering of certain JavaScript libraries, or incorrect PHP coding which lessened the
effect of the translation, rendering some messages to be “Undefined”; the variable
automatically set by JavaScript for something that has no value.
2. The second test subject recommended coding procedures to fix the broken code
with the addition of it being commented and blocked off. This participant also
witnessed instability and contributed ideas to help the transition before granting
acceptance to the project schedule.
3. Subject three was primarily a patron of feedback who also challenged the idea
behind the project and stating that some of the broken code was “annoying” while
pointing to the alert box users were prompted with each time they sent one of the
pre-existing messages, and - as-well as subject two - contributed to the dissertation
questionnaire. Every subject thus far was prompted to give honest, unbiased
feedback for validity of the results analysed in the next section of the document.
To avoid invalidating the results, fixtures from each critique were selectively chosen. Due to
the nature of time-restraints and the timing of each critique, not all the information could
be utilised, including one which was overseen by certain usability testers limited to using
only a single Internet browser. This error however was fixed promptly before a portrayal of
the fault could be exposed.
29. Results Analysis
The initial plan for the dissertation project was to question a total of ten participants, five
English individuals and five Polish; ideally with both being familiar with social networking
spaces and an awareness of emoji. As the initial plan of conducting qualitative research via
interviews was deviated from due to timescales, a questionnaire asking for certain details
and a list of primary queries was generated using Google Forms, based in the following URL:
https://docs.google.com/forms/d/1vpUJeDbaUZM9oXi1BZcWaTQcJAY_hv20-
8ZMoyFNUuc/viewform?c=0&w=1
Raw data based on this Google form can be seen in Appendix I; the questions in the Google
form are all numbered and can be used as footnotes in the data collected. The format is
grounded on percentages composed from the Google form which were formerly shaped
with pie charts, for user discretion conversely, they will be unfilled contrarily with further
analytical methodologies.
User Testing (depends on nature of dissertation):
o Graphs and explanations for quantitative data should be provided with
suggestions of any trends (not just graph per question, but with good
breakdowns, groupings and analysis techniques)
o Breakdown of qualitative data (coding responses for positive / negative /
themes is a common technique) which can then be cross-referenced with
quantitative data
Development / Implementation Evaluation (depends on nature of dissertation)
o Raw data output (performance / throughput etc.)
o Development / implementation experiences
o Comparison Developments: Areas of the implementation / development
should be broken down for side-by-side analysis and comparison of results.
30. Conclusions
This should refer back to the literature review / problem domain / previous sections
of the dissertation to produce a cohesive whole
Needs a lot of emphasis breaking down by each section / theme
Expected findings / hypothesis / meeting the criteria of the problem domain
31. Recommendations
Should someone else wish to research / develop in a similar topic area, what
recommendations are there for adjusting / repeating / extending the study
32. Critical Reflections
Can be first person
However, reflective and ‘scholarly’ instead of colloquial
o Reflect on: Subject Matter
Learn new things? Surprised by results? Interest gained in other areas?
o Reflect on: Dissertation process
How was your time management? How was you approach to academic
writing? What would you do in the future?
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44. Appendices
Appendix A: SMART objectives
Specific
This project will investigate the rate of learning in second language acquisition through
computer-mediated technology.
Measurable
The project serves to triangulate data received through qualitative and quantitative
research and observation through survey participation.
Attainable
The project will not only serve to investigate the potential to acquire second language
through computer-mediated technology but requires technical capital to the level of web
and software development.
Realistic
The working production of this project relies on the technical expertise and experience of
software engineering and web programming, it also involves the construction of
questionnaires research analysis, not all of which are at the desired skillset - the realismof
this project relies heavily on the managed production of all sections.
Time-Bound
The longest sections of this investigative project will analysing the findings taken from the
research project which will involve inviting participants of two varying nationalities to a
classroom and utilising the application made to study second language acquisition through
limited selection of messages and emoji.
Programming the application will also be lengthy in its development, to combat this,
multiple frameworks and heuristic guidelines will be considered.
45. Appendix B: Project Logbook
A thorough document on the project lifecycle can be found on the blog, authored by
the author of this dissertation project at:
Http://www.jonocharlesdavey.wordpress.com
47. Appendix D: Progress Report
Dissertation Background
The background to this dissertation was the ideology that social media and the acquisition
of a second language could be integrated to create a system encompassing specific learning
styles, utilizing gaming psychology such as schematics and gamification; I made sure to cite
Deterding et al. (2014) and Suler (2004) as major inspirations for not just my literature
review, but the logic for my project as a whole. Details of this idea were provided in the
topic overview but haven’t as of yet been spoken about further than what I have produced
in the topics being spoken here in my literature review; it currently lies at around 2,700
words including headers, citations and quotes.
Review of the Aims and Objectives
Given that my current position in the dissertation project - currently my literature review - I
have not had to revise my aims and objectives. With the helpful advice from my dissertation
supervisor Chris, I have the confidence that I won’t need to; I also have what is to be
thought of as a clear vision of the development of this project, in practicality and academic.
The hardest part of my dissertation would potentially be sourcing Polish students from
around the campus and congregating them with English native speakers to use a working
prototype of an app. The worry in itself encompasses many including the working status of
the development. However in sourcing students on both nationalities, the reassurance of
Chris that I would have assistance settles my doubts; I would declare that as a change from
after I felt when producing my initial Gantt chart.
My literature review was started after the project overview and I haven’t based the order of
the subdivisions - “Digitalised Education through Social Media”; “Methods of building
Linguistic Knowledge”; “Learning through Introjection” and “Gamification of Academic
Teaching” - with any other section of the dissertation. I have confidence in the
appropriation of the subject headings as I think they are closely related to the ideology
behind my project desires, which is to be able to translate foreign languages such as Polish
to and from English using modern web technologies and cyberpsychology, inspired by my
lesson “Designing for Social Networks” taught by Colette. The aforementioned subvisiions
48. were thought of prior to an academic interest in pedagogy and learning styles expanded
preparatory from the works of Han (2015), Liu and Reed (1994).
The limitation of Polish and English would expectantly only exist as the first iteration of this
project - iterations being an idea received from one of Chris’ assessments in “Human
Computer Interaction”. The extrusion of this feature would entirely depend on how much
time I felt like I had to complete the project, which is why it is unfortunate that I still do not
possess sufficient confidence in my time planning, which has been spoken about in my blog
many times due to various problems such as mental illness and disputes in my personal life.
Progress to Date
Ethical Approval
One element of my project that I consider an achievement is the fact that thus far I have not
had to change my dissertation topic, and even though I had a lot of doubts while initially
producing the ethical approval documentation, my confidence grew sufficiently so that I
accepted the challenge of the project. Due to the nature of courses of this level, I felt like I
had to accept the aforementioned challenge.
I did not initially enjoy producing the ethical approval documentation entirely due to the
format and initial confusion over certain problems I had not considered previously. It is to
be noted that my idea was moderately different in the brainstorming stage. I cannot
remember the initial idea but it I changed the idea before submitting the document, due to
the intricate nature of the idea. In the end, the ethical considerations helped to structure
the idea for my current project.
Project Plan
My initial project plan was also part of my dissertation project that I deeply struggled with
and didn’t find gratifying. This was primarily because of my lack of knowledge on how to
navigate Microsoft Office Project, the software used to create my project plan. The revision
of this project plan which is shown in Appendix B (which is now Appendix C in this
document) was also difficult to produce as I didn’t find the software as easy to utilise as
elsewhere in the Office suite such as Word, Excel and PowerPoint.
49. Accounting for my difficulties in software navigation, organisational skills and poor time
management - something my tutors have demonstrated to me multiple times - and my
revised project plan had not changed too considerably. My lack of foresight into the future
of this project despite my desires for the final production has lead me to believe that more
than half of the milestones set in my Gantt chart - shown in Appendix B (Appendix C in this
document) - are not to be changed. I am still producing my literature review which is to be
discussed in the next section of this report; however as of present achievements in my
dissertation, all the milestones seem wholly probable to be accomplished.
The main change in the Gantt chart of my project plan is that the literature review and
methodology are predicted to be finished with by the last day of the month. With my
increasing success in completing course workloads, I am confident that I can achieve these
deadlines that I have set myself. Included in my project plan in this document that is set to
the 24th of January, more on specific written deadlines are displayed in Appendix A (now
Appendix D.1).
My only doubts in the Gantt chart so far is that I cannot remember when I was meant to
initially start each milestone, as seen in the Gantt chart in Appendix B (now Appendix C), I
started my literature review and methodology at different times. As of now however, I do
not think this is of concern.
Literature Review
The key areas in my literature review have revolved around “Digitalised Education through
Social Media”; “Methods of building Linguistic Knowledge”; “Learning through Introjection”
and “Gamification of Academic Teaching” and diffriculty in these subjects has varied
between the different writing styles I have employed and how much focus I juggled to and
from different academic journals. In the previous number of weeks I have found difficulty in
finding research for “Methods of Linguistic Knowledge”, this is due to focussing on the word
count which - nearing to 2,700 words - is starting to become less of a concern. I have also
attempted to gradually transfer dialogue from diverse methods of teaching to a more
specific topic I hope to critique as a potential learning tool: “Introjection”.
In the beginning I contacted the H.E.L.M department to help introduce me to the
mechanism of a literature review and how it was to be conducted, I asked this while having
another assignment proof read as I had not wished to potentially waste time. However, I am
50. more confident I can manage my workload with more ease now I have more familiar with
the research involved and my preferred resources, Google Scholar being my first priority
when previously I was searching through the campus’ online library.
I have had many moments when I have had to ask my dissertation supervisor to read what I
have produced thus far, however as I am nearing the end of my literature review with
around 500 words in the last two subdivisions each, I think Chris’ help has been of much use
over Skype.
Additional Notes
As noted in my discussion of the Project Plan, my revised project plan is shown in
Appendix B (now Appendix C). You can also find my written project plan in Appendix
A (now D.1).
The URL for my Wordpress blog is http://www.jonocharlesdavey.wordpress.com.
51. References
Suler, J. (2004). The Online Disinhibition Effect. CyberPsychology & Behavior, 7(3), pp.321-
326.
Deterding, S., Dixon, D., Khaled, R. and Nacke, L. (2014). Du game design au gamefulness :
définir la gamification. sdj, (2).
Han, H. (2015). Gamified Pedagogy: From Gaming Theory to Creating a Self-Motivated
Learning Environment in Studio Art, 56(3).
Liu, M. and Reed, W. (1994). The relationship between the learning strategies and learning
styles in a hypermedia environment. Computers in Human Behavior, 10(4), pp.419-434.
52. Appendix D.1 – Project Plan
23.09.15 - Initial Dissertation Proposal / EA Submission
30.10.15 - Final date for Proposal / EA Submission reaching pre-approved
status
11.10.15 - Submission of Project Plan
29.11.15 - Initial Literature Review draft complete
10.01.16 - Initial Methodology draft complete
24.01.16 - Progress Report Submission
28.02.16 - Implementation / Development / Data Collection should be
complete#
13.03.16 - Full Formative Submission
24.04.16 - Final Summative Submission
22.05.16 - Poster Presentation Submission
23.05.16 - Poster Presentation / Demonstration
53. Appendix E: Literature Review Supplementary Content
Any tables, charts, diagrams etc. should be labelled clearly and referenced as such in
the literature review
54. Page 1 of 69
Appendix F.1 to G.7: Design Diagrams
Appendix F.1
A: Gadugi Bold, 72pt with smoothed edges, 3pt black border with gradient and slightly
blurred drop shadow.
B: Same font family as A, Inner Shadow in curved rectangle, set as standard for rest of app
design; 43pt black regular text enclosed.
C: Same properties as B but bigger to enclose both lines of text; “English” and “Polish”.
Green text for selected text.
D: Curved rectangle with green text - same font family and size - with drop shadow,
container also has a drop shadow.
E: Dynamic background made by making random coloured lines and blurring it with high
intensity and colourising it to a green shade.
F: Same font family as above but white, same size as D.
G: Loading symbol found online, seen as universal.
H: Vector template for Samsung Galaxy S6 found online.
55. Page 2 of 69
Appendix F.2
A: Universal Options button made in Photoshop by stacking three rectangles; 66 x 65 size
dimensions increased by 1px from drop shadow.
B: Consistent background kept throughout app.
C: Selected emoji decreased in size and sent enclosed with message.
D: Details from the person who sent the message, in this example it is sent by Chris at
19/02/2016 - 3:27pm.
E: The message field has the same properties as the log-on screen, but height of box is
increased in height to 63pt.
F: Emoji box that opens box seen in the state to the right - which also has inner shadow
properties seen elsewhere in the app.
G: Message text is 25pt but the properties of the box are the same as all the others.
56. Page 3 of 69
Appendix F.3
A: Translation text is 22pt and appears under the message received, depending if the user is
English or Polish the text will be in a different language. The messages translated are shown
in Appendix E.4.
B: White text, same font as other pieces of text.
C: Loading symbol copied and pasted from states shown in Appendix E.2.
D: Green box slides to the right from the left of the screen, the Ajax scripting language was
thought of when inspired idea was discovered.
57. Page 4 of 69
Appendix F.4
A: List of other users in the foreign language will appear to connect and chat to, pressing one
of these links will go to the connecting screen shown to the right in Appendix E.1.
B: The Exit App text - which is 22pt will be selectable at the bottom, and when picked it will
escape to the log on screen, shown to the left in Appendix E.1.
C: Black text is 22pt and is a list of messages the user can select which will send along with
the Emoji, as demonstrated in Appendix E.2. The user however has to select the Emoji box to
send the message.
58. Page 5 of 69
Appendix G.1
A: This is the name of the application used as the dissertation project, which is now in the
form of a web application as opposed to a mobile application.
B: The Channel list will be limited to public unless the user selects the option to open a
private channel via the menu portrayed in Appendix G.3.
C. There will be two translations interchangeable in the web application, English and Polish
and both will change the order of translation between messages sent and received, and the
user interface (such as “logs into the chat.” and “has been logged out (Timeout).” as seen in
this example.
D. This Logout button will take users onto the Logon screen.
E. A timestamp will be packaged with each message sent to the chat screen by default in the
order of HH:MM:SS.
F. The ChatBot will serve as an automation service to tell when users do anything such as log
out, log on or change their username.
G. This section will be elaborated further in Appendix G.2.
H. The background will alter from black and white in each message to separate them, and as
an aesthetic.
59. Page 6 of 69
Appendix G.2
A: This can be changed at any time by changing the username in the panel shown in
Appendix G.3, the screenshot above demonstrates this.
B: The message will the same font as any other text shown in this screenshot.
C: The message that they will receive will be shown below in italic font.
60. Page 7 of 69
Appendix G.3
A: The application will show when a user is online.
B: Until a user changes their username, it will be a randomly generated number of six digits.
Furthermore, this list of green list items will only appear when the user clicks this username.
C: If the user wants a full list of online users, they will click this button.
D: Changing the username will bring up an additional dialogue box asking the user to change
their username.
E: When the user clicks the link shown here (“Open Private Channel”), a list item where a
user can talk privately to this person will appear in the dropdown menu shown in Appendix
G.1, and that chat will take place in the same screen as if the channel is still open.
F: This is not the full object and is not to scale, however a mock-up of the layout can be seen
in Appendix G.6.
61. Page 8 of 69
Appendix G.4
A. This will be the space where messages are inputted when the user selects it from the drop-
down menu in Appendix G.5 and G.6.
B. Clicking one of these emoticons will add to the end of a user’s chosen message.
62. Page 9 of 69
Appendix G.5
A: An arrow appears here because this is a technically a drop-down menu; the technicality is
due to it not dropping downward due to there not being enough space for the direction,
however the functionality will be entirely the same.
B: The word count of the message will be shown here.
C: The user will need to click this button for their message to be processed and sent onto the
chat screen.
63. Page 10 of 69
Appendix G.6
A: This menu will appear from what is shown in Appendix G.5 and will list phrases found on
One Stop Polish (2006).
B: A white line separator will be between each message shown on the list.
64. Page 11 of 69
Appendix G.7
Layout described hear with all appendices marked in their appropriate locations, not to
scale.
65. Page 12 of 69
Appendix H: Development Depictions
This is the document root for the dissertation project shown in the file manager of Eco Web
Hosting - the server housing the live chat application. A user will see this when connecting to
the server via FTP.
