This study analyzes the structure of Information Architecture and the layers of the user experience of the apps for learning language, outlining its techniques and strategies used in order to engage users, thus contributing to a better understanding of how these apps work and how the design principles and practices could be useful in distance education.
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Discussing about information architecture for language learning: apps and strategies for engagement
1. Discussing about
information architecture for
language learning: apps and
strategies for engagement
Design & Technology
10th design
principles &
practices
International Conference
February/2016
2. The Researchers / Authors
FlĂĄvio NazĂĄrio
Graduate student and
Researcher of the
Laboratory of Ergodesign
and Usability Interfaces
(LEUI). PUC-Rio, Brazil.
ClĂĄudia MontâAlvĂŁo
Associate Professor,
Researcher of the
Department of Arts and
Design, Graduate Program
in Design. PUC-Rio, Brazil.
4. About the market
12,5 million*
users of mobile learning services offered by Telecom
companies in Brazil
*Source: Mobile Time Portal, 05/2015.
5. About the market
9 million*
Brazilians use Duolingo platform
*Source: Duolingo, 01/2015.
6. Mobile learning
â
M-learning refers to the learning process using information technology and
mobile communication, where the main characteristics is learner mobility.
SACCOL, et al. (2011)â
7. Mobile learning
4 technology criteria for choose mobile apps
Time of existence
Presenting in main mobile systems
Free main content
Consistent updates
10. Information Architecture
Components categories suggested by ROSENFELD, et al. (2015: 88)
01. Organization systems 02. Lableling systems
03. Navigation systems 04. Searching systems
Idiom
Content map
Topic
icon
heading
headingimage
Nav. bar
Tab bar
Action bar
11. Information Architecture
Components of the mobile apps
Figure 1: Initial content map
Duolingo, 2016
Figure 2: Initial content map
Busuu, 2016
Figure 3: Initial content map
Memrise, 2016
12. Information Architecture
Components of the mobile apps
Figure 4: Learn content section
Duolingo, 2016
Figure 5: Learn content section
Busuu, 2016
Figure 6: Learn content section
Memrise, 2016
19. Strategy of Engagement
Gamification â mobile app
⢠Duolingo
⢠Busuu
⢠Memrise
Rewards Status Achievement Self Expression Competition
Levels
Challenges
Leaderboards
Virtual goods
Rewards Status Achievement Self Expression Competition Altruism
Levels
Challenges
Leaderboards
Virtual goods
Gifting & Ch.
Rewards Status Achievement Competition
Levels
Challenges
Leaderboards
20. Brief conclusions
The M-learning apps is on the first improvement cycle of developing
gamefication systems and they are plenty of possibilities.
They must decide whether they are designing mobile apps to reach
a wider audience or to fullfil userâs unique learning needs.
Invest in a search system (findability) within the content. It could
be the âgame changerâ of the among similar apps.
The next step of the research should be to test and measure the
efficacy of the interfaces and investigate the users motivation.
21. Main References
Garret, James J. 2011. The Elements of User Experience: User-Centered Design for the Web
and Beyond. 2Âş ed. New York: New Riders.
Kapp, Karl M. 2012. The gamification of learning and instruction: Game-based methods and
strategies for training and education. San Francisco: Pfeiffer.
Keegan. D. 2002. The future of learning: From e-learning to m-learning. Educational Resource
Information Center, accessed November 1, 2015. [http://eric.ed.gov/?id=ED472435]
Kukulska-Hulme, Agnes. 2009. Will mobile learning change language learning? ReCALL, UK,
vol. 21, n.2, p.157â165.
Rosenfeld, L. Morville, P. Arango, J. 2015. Information Architecture for the World Wide Web. 4Âş
ed. California: OâReilly Media.
Saccol, A. Schlemmer, E. Barbosa, J. 2011. M-Learning e U-Learning - novas perspectivas da
aprendizagem mĂłvel e ubĂqua. SĂŁo Paulo: Pearson Prentice Hall.
Werbach, K. Hunter, D. 2012. For the Win: How Game Thinking Can Revolutionize Your
Business. Philadelphia: Wharton Digital Press.
Zichermann, G. Cunningham, C. 2011. Gamification by Design: Implementing Game Mechanics
in Web and Mobile Apps. Canada: OâReilly Media Inc.
Good afternoon, my name is Flavio I will present the paper...My previously appoliges about my english and iff you donât understand anyof the topics Iâll present, please âcome fowardâ so I can try to explain of the other way.
These are the authors and ClĂĄudia the co-author and my master advisor ...This paper is part of my, in progress, dissertation about usability of mobile learning apps
This the main topics of the proposition of paper
About the market, I bring some data specific from Brazil.
We have aproximately 12.5 millions of users of mobile learning services on different types of services, like sms and mobile apps...But this is only official numbers...
This number is much large if we add up independent mobile apps, like Duolingo, Busuu, Lingualeo and so on...
Speaking about Duolingo, itâs one of the famous apps for mobile language learner and he claims having 9 millions of users only in Brazil.
In terms of engagement is pretty imprecive and it is a lot o people try to learning languages from the mobile app...
What call our attention is how the people interact, where they use this apps and must important thing: Do they really learn something using this apps? We try to investigate this...
I bring this definition for ilustrate the concept...
Mobile learning involves the use of mobile technology, to enable learning anytime and anywhere.
People can using mobile devices to access educational resources, connecting with others for education, or creating content, both inside and outside classrooms
There are a plenty of mobile apps in online store, but we choose three mobile apps to investigate the Architecture and User Experience:
We choose based on four criteria:
⢠Time of existence, more than 1 year, because this impacts acquisition and credibility of the apps
⢠Presenting in the main mobile system, as to bring more users in (a large number of public)
⢠Free main content, because we need to map the user experience without money constraints
⢠Consistent updates, because the apps need to follow devices and technology development
We select only apps that are independent...
This are the apps we decided to use in our research: Duolingo, Busuu and Memrise,
We use Information Architecture to analyse the structure mobile apps chosen
The approach is focus on this 3 key elements.
Once we understand the objective of the users, we can analyse the interfaces to meausure its eficacy and to find out if they match the product content and business objectives.
This paper focus on investigate interfaces
We decided to follow the four categories suggested by ROSENFELD in his book Informantion Architecture for World Wide Web and Beyond.
It is basically
Organization systems: How we categorize information.
Lableling systems - How we represent information
Navigation systems - How we browse or move through information
Searching systems - How we search information. Unfortunately mobile apps we analysed don't have content searches
I think IA is not something you can easily point to, but in this case most of the components are in evidence on these mobile apps.
I bring somes examples of components of the mobile apps...
As you can see here, those are the topics inside de content map and each one contains exercises....
And these are examples of navigation...
The apps have two major navigation:
Contextual directly through content with the topics of learning
Global navigation through tab or action bar, depending on the operating system.
Based on the Garrett model for planing user experience for website, we created a conceptual model for language learning apps.
The model allows us to have a broad view of the user experience planing and if necessary, we can consulting the planes for further experiments.
The Surface Plane: On the surface you see a series of Web pages or sections, made up of images and text
The Skeleton Plane: the placement of buttons, controls, photos, and blocks of text.
The Structure Plane: The skeleton might define the arrangement of navigational elements allowing the users to browse categories of products etc.
The Scope Plane: The structure defines the way in which the various features and functions of the digital product fit together.
The Strategy Plane: it is the base of the project
We use professorâs Werback method to analyse the gamefication...
Getting all these elements together is the central task of gamication design.
Gamification requires a fusion of art and science. On one hand, it involves emotional concepts such as fun, play, and user experiences. On the other hand, itâs about engineering measureable and sustainable systems to serve concrete business objectives.
Intrinsic motivation - is related to inner strength, able to remain active even in the face of adversity. This type of motivation is closely linked to individual interests and can be changed by the person's choice.
Extrinsic motivation - is related to the environment, situations and external factors. Are the factors that may or may not help the person reach a goal or target set.
The DMC method has more than 15 components and mechanical, but we use at only the main combinations features for the apps
The table shows the intersection of the main and Mechanical Components gamification. The painted areas are the most common combinations of features for web and mobile.
You can see your progress at the end of the exercises and you get achievements (rupias)
You can spend the achivements with social goods
You can see your improvements and compete with friends inside a leaderboard
Here we can see a specific combination of each one app.
We realize these app in terms of mashup between technology and strategy games are still at first improvement cycle.
So brief conclusion weâve done so far...
These are the main authors we use it, there are more, but they are the most relevants...