Invisible Buildings

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Guest presentation for CI349 - Interactive Educational Software Design

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Invisible Buildings

  1. 1. Unearthing Invisible Buildings:Device Focus and Device Sharing in a Collaborative Mobile Learning Activity Marcus Winter & Lyn Pemberton University of Brighton, UK
  2. 2. 1. Invisible Buildings overview 2. Device focus & Device sharing 3. Evaluation 4. Results 5. Summary & ConclusionsUnearthing Invisible Buildings:Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  3. 3. 1. Invisible Buildings overview primary school children cross-curricular, whole-day indoor + outdoor - location-based games - mock-up archaeological tools - archaeologist & helpers - related website Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  4. 4. Device sharing Device focusUnearthing Invisible Buildings:Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  5. 5. HCI perspectivePascoe et al. (2000)simplify interaction screensBrewster (2002)balance visual interaction with haptic or auditory feedbackGöth et al. (2006)mobile phone metaphor ( ≠ small screen metaphor) Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  6. 6. TEL perspectiveEliasson et al. (2010)1. two or more devices with implicit roles for students2. mobile devices as tools3. integrate teachers and tech personnel to scaffold learning4. encourage face-to-face collaboration and communication5. build on prior knowledge, invite students to form own strategy Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  7. 7. 1. two or more devices with implicit roles for students Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  8. 8. 2. mobile devices as tools Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  9. 9. 3. integrate teachers and tech personnel to scaffold learning Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  10. 10. 4. encourage face-to-face collaboration and communication Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  11. 11. Evaluation 2 days at Sunnymede Primary School 2 mixed gender classes 9 to 10 years old total 53 children 1 x archaeologist 2 x teachers 2 x Essex ICT Curriculum team 3 x tech support 2 x researchers Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  12. 12. Data Collection Data Analysis Video: - 3 usability experts ITRG, UoB - emergent coding scheme - device focus, device sharing, usability Questionnaires: - aggregate PIPC rating (Barendregt et al., 2008) - interpret trends in data - analyse comments in two-step emergent coding process (Miles and Huberman (1994) Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  13. 13. Results I - Device focus roles + auxiliary tools focus on own role, teamwork device as tool device focus in key situations mock-ups willingly accepted integrate teachers and tech personnel consultation crucial focus on task prompt tech-support face-to-face collaboration discuss line of action terrain features, promising sites meaning of objects excitement and enthusiasm Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  14. 14. Results II - Device sharing key situations / no supporting role action “like bees around the hive” (Morrison et al., 2009; Eliasson et al., 2010) • point at device screen • grab device / mock-up tool push hand towards the device block others’ hand push others hands away • “control by proxy” • communal control Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  15. 15. Results III - Acceptance & Usability Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  16. 16. Summary & Conclusions Invisible Buildings Whole-day mobile learning actvity for primary school children Device Focus HCI perspective, TEL perspective Implementation Eliasson et al. (2010); mock-ups, auxiliary tools; professional actor Evaluation Two whole days with two classes of primary school children Results - Measures support communication, negotiation, context-awareness - First steps to understand what is going on inside the ‘bee hive’ - Minor usability problems, good acceptance Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  17. 17. Thank You  Questions ? Marcus.Winter@brighton.ac.uk Lyn.Pemberton@brighton.ac.ukUnearthing Invisible Buildings:Device Focus and Device Sharing in a Collaborative Mobile Learning Activity
  18. 18. ReferencesAnderson, G. (1990). Fundamentals of Educational Research. London: The Falmer Press.Barendregt, W., Bekker, M. and Baauw, E. (2008). Development and evaluation of the problem identification picture cards method. Cognition, Technology and Work, 10(2), pp. 95-105.Brewster, S. (2002). Overcoming the Lack of Screen Space on Mobile Computers. Personal and Ubiquitous Computing, 6(3), pp. 188-205.Burgess, R. G. (Ed.). (1989). The Ethics of Educational Research. New York: Falmer Press.Burrill, D.A. (2010) Wii Will Become Silhouettes. Television & New Media, 20(10) pp. 1-11Eliasson, J., Spikol, D., Pargman, C. and Ramberg, R. (2010) Get the Bees away from the hive: Balancing visual focus on devices in mobile learning. Proceedings of the IADIS International Conference Mobile Learning 2010, pp. 77-84.Göth, C., Frohberg, D, and Schwabe, G. (2006). The focus problem in mobile learning. Proceedings of the Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2006, pp. 153-160.Hsi, S. (2003). A study of user experiences mediated by nomadic web content in a museum. Journal of Computer Assisted Learning 19(3): 308-19.Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo- Sánchez, I. and Vavoula, G. (2009). Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1, 1 (2009), pp.13-35.Locomatrix (2010). Homepage. [Online] http://locomatrix.com. Retrieved 15 June 2010.Marshall, P., Fleck, R., Harris, A. Rick, J., Hornecker, E., Rogers, Y., Yuill, N. and Dalton, N. S. (2009). Fighting for control: Childrens embodied interactions when using physical and digital representations. Proceedings of CHI 2009, ACM Press, pp. 2149–2152.Miles, M.B. and Huberman, A.M. (1984). Qualitative Data Analysis. Newbury Park, CA: Sage.Morrison, A., Oulasvirta, A., Peltonen, P., Lemmelä, S., Jacucci, G., Reitmayr, G., Näsänen, J. and Juustila, A. (2009). Like bees around the hive: A comparative study of a mobile augmented reality map. Proceedings of CHI 2009, Enhancing Reality, ACM Press, pp. 1889-1898.Naismith, L., Sharples, M and Ting, J. (2005). Evaluation of CAERUS: A Context Aware Mobile Guide. Proceedings of mLearn2005, pp 112-115.Pascoe, J., Ryan, N., and Morse, D. (2000). Using while moving: HCI issues in fieldwork environments. ACM Transactions in.Computer-Human Interaction 7, pp. 417-437.PhoneBook (2010). PhoneBook homepage at Mobile Art Lab. [Online] http://www.mobileart.jp/phonebook_en.html. Retrieved 14 June 2010.Robson, C. (2002). Real World Research. 2nd ed. Oxford, UK: Blackwell Publishing.Turnock, C. and Gibson, V. (2001). Validity in action research: a discussion on theoretical and practice issues encountered whilst using observation to collect data. Journal of Advanced Nursing, 36 (3), pp. 471-477. Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity

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