USAB2010_Mobile learning and commuting: contextual interview and design of mobile scenarios

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USAB2010_Mobile learning and commuting: contextual interview and design of mobile scenarios

  1. 1. Mobile learning & commuting: contextual interview and design of mobile scenarios Eva Patrícia Gil-Rodríguez [email_address] Pablo Rebaque-Rivas [email_address] Learning Technologies Office USAB 2010 HCI in Work & Learning, Life & Leisure
  2. 2. <ul><li>Open University of Catalonia (UOC) </li></ul><ul><li>A completely on-line higher education institution </li></ul><ul><li>More than 50,000 students & 2,000 teachers who teach and learn through a virtual </li></ul><ul><li>learning environment </li></ul><ul><li>Learning contents in different formats (xml technology): paper, pdf, web, audiobooks, daisy </li></ul><ul><li>Continuous assessment </li></ul>Our university USAB 2010 HCI in Work & Learning, Life & Leisure
  3. 3. Mobile society Our premises USAB 2010 HCI in Work & Learning, Life & Leisure
  4. 4. Mobile society Our premises In Spain: smartphones sales increased until 118% (that is, 762.729 units), during the second quarter of 2010, comparing with the same period of last year (El País, 29.09.2010) 7,000 of UOC students (14%) use internet connection with mobile phone USAB 2010 HCI in Work & Learning, Life & Leisure
  5. 5. Learning while commuting Our premises USAB 2010 HCI in Work & Learning, Life & Leisure
  6. 6. The main challenge of m-learning stems from the enormous potential that taking advantage of the combination of these &quot;other contexts - mobile connection&quot; which thus implies for learning Mobile society Learning while commuting Our premises USAB 2010 HCI in Work & Learning, Life & Leisure
  7. 7. From Virtual Learning Environments to… … Mobile Learning Environments Our premises USAB 2010 HCI in Work & Learning, Life & Leisure
  8. 8. Reviewing the literature reveals a notable lack of research that examines the use of m-learning in education that is exclusively done on-line and its use by students while commuting Our premises : State of art USAB 2010 HCI in Work & Learning, Life & Leisure
  9. 9. Understand the needs and requirements of students who undertake on-line learning and use their commuting time to study or do learning-related tasks To define m-learning application scenarios , in order to design mobile learning applications, based on the requirements of potential users Objectives USAB 2010 HCI in Work & Learning, Life & Leisure
  10. 10. Description of personas & Student focus groups How? UCD This opened up the possibility of interviewing students as they commuted Commuting context was a potential opportunity for reading and for connecting to the virtual campus USAB 2010 HCI in Work & Learning, Life & Leisure
  11. 11. Whilst students commute, in-depth interviews and ethnographic observations How? Methodology USAB 2010 HCI in Work & Learning, Life & Leisure
  12. 12. How? Methodology Students More involvement More truthfulness More recall Interviewer Immersion in the natural situation allows accessing to speech students, practices, daily tasks, context USAB 2010 HCI in Work & Learning, Life & Leisure
  13. 13. <ul><li>Contact with the students </li></ul><ul><li>Semi-structured interview conducted as a conversation </li></ul><ul><li>Points: </li></ul><ul><ul><li>General study organization </li></ul></ul><ul><ul><li>Study patterns and behavior during the journeys </li></ul></ul><ul><ul><li>Teaching materials and forms of use </li></ul></ul><ul><ul><li>How students perceived the usefulness, for their academic studies, of e-readers, mobile internet and audio content used when commuting </li></ul></ul><ul><li>Additional observations on the characteristics of the context were noted in a field diary </li></ul><ul><li>The transcriptions of the interviews and the field diary observations were subjected to a content analysis </li></ul><ul><li>Commuting journeys: long (40-45 minutes) or short (20-30 minutes), in the morning (on the way to work or an activity) or the afternoon (on the way home from work or an activity). </li></ul>How? Field Study & Data Analysis USAB 2010 HCI in Work & Learning, Life & Leisure
  14. 14. 7 students from our university who did some of their learning tasks (reading learning materials, e. g.) in their commuting context on the train, metro or bus Sample <ul><li>5 men and 2 women </li></ul><ul><li>Between 23 and 42 years of age </li></ul><ul><li>All have prior studies (mostly diplomas or degrees) </li></ul><ul><li>All work full-time until 6pm or 6:30pm and reach home between 7pm and 7:30pm </li></ul>USAB 2010 HCI in Work & Learning, Life & Leisure
  15. 15. <ul><li>Steady working pace: they “ get on with </li></ul><ul><li>something each day ” </li></ul><ul><li>The learning activity deliverables and </li></ul><ul><li>group work is what sets the study pace </li></ul><ul><li>At least, accessing the virtual campus </li></ul><ul><li> stress and urgency </li></ul><ul><li>Therefore all of the students study UOC activities at home and whilst commuting and some also during waiting time and at work </li></ul>USAB 2010 HCI in Work & Learning, Life & Leisure Results Study organization
  16. 16. <ul><li>Study organization and planning take into account all the study contexts, including mobile contexts </li></ul><ul><li>The tasks performed and the variety of materials and devices that can be used to perform these tasks at home are what distinguishes the mobile context from the fixed context </li></ul>Results USAB 2010 HCI in Work & Learning, Life & Leisure
  17. 17. Results Variety of materials, devices and tasks USAB 2010 HCI in Work & Learning, Life & Leisure <ul><li>Accessing the virtual campus </li></ul>At work <ul><li>Reading contents </li></ul><ul><li>Write down the initial ideas for the activities </li></ul>Waiting <ul><li>(Only 1 student using a neetbook) </li></ul><ul><li>Write down the initial ideas for the activities </li></ul><ul><li>Reading contents </li></ul><ul><li>( several students have read all the </li></ul><ul><li>subjects during commuting ) </li></ul><ul><li>Underline and make notes </li></ul><ul><li>Reading assessment activity questions </li></ul><ul><li>Write down their initial ideas for the activities </li></ul>Commuting <ul><li>Learning activities </li></ul><ul><li>Accessing the virtual campus </li></ul><ul><li>Doing searches </li></ul><ul><li>Consulting digital formats </li></ul><ul><li>Reading contents </li></ul><ul><li>Reading assessment activity questions </li></ul><ul><li>Underline and make notes </li></ul>At home PC or laptop Paper
  18. 18. <ul><li>Students read on all types of transport they </li></ul><ul><li>use during the day, except short trips (5 minutes) </li></ul><ul><li>They read although they can’t sit down </li></ul><ul><li>All of the students underline using one colour </li></ul><ul><li>and mark, make notes and brief outlines </li></ul><ul><li>They always carry notes on them (briefcase, backpack or folder). E6: “I am me and my folder” </li></ul><ul><li>Reading more on on the way to work (mornings) or on the way home from work (afternoon) depends on available seats, motivation o tiredness </li></ul>Results Their study activities whilst commuting USAB 2010 HCI in Work & Learning, Life & Leisure
  19. 19. <ul><li>Audio adapted to short commutes </li></ul><ul><li>Journeys where they cannot sit down </li></ul><ul><li>Learning languages </li></ul><ul><ul><li>Underline and write </li></ul></ul><ul><ul><li>Internet connection </li></ul></ul><ul><ul><li>Having compatible materials </li></ul></ul><ul><ul><li>More than one document at a time </li></ul></ul><ul><ul><li>Editing functions </li></ul></ul><ul><li>Search the internet and consult forums and emails </li></ul><ul><li>When they are tired and do not feel like reading </li></ul>Yes!!!... but No , only if Yes!!!... because Results Students’ expectations of new formats and devices to use during their journey USAB 2010 HCI in Work & Learning, Life & Leisure
  20. 20. <ul><li>The potential of m-learning for on-line education in a mobile context is evident </li></ul>Conclusions USAB 2010 HCI in Work & Learning, Life & Leisure <ul><li>Students saw commuting trips as a study context </li></ul><ul><ul><li>Reading  e-book (underline, make notes and </li></ul></ul><ul><ul><li>connect to the internet) </li></ul></ul><ul><ul><li>Checking virtual campus  devices with </li></ul></ul><ul><ul><li>Internet connection (e-book, mobile phone, etc) </li></ul></ul><ul><li>A student profile exists that is characterised by </li></ul><ul><li>people who work full-time with little free time for </li></ul><ul><li>studying and who use their commuting time to read </li></ul><ul><li>or do learning activities </li></ul>
  21. 21. <ul><li>one for short trips of 20 minutes </li></ul><ul><li>the other for large trips of 45 minutes </li></ul>Mobile Learning Scenarios in which students use mobile Internet and electronic-ink devices or tablets as to read contents, doing communication activities in the virtual campus, etc… This information was used to define two scenarios: USAB 2010 HCI in Work & Learning, Life & Leisure
  22. 22. Xavi 35 years old Single Works in accounts Studies Business Administration Management Motivation: Enhance his career prospects Scenario 1 : 20-min short trip USAB 2010 HCI in Work & Learning, Life & Leisure
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  29. 29. Imma 28 years old Lives with her partner Lawyer Studies Humanities Motivation: Hobby Scenario 2 : 45-min long trip USAB 2010 HCI in Work & Learning, Life & Leisure
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  36. 36. Campus mobile Campus iPad Campus e-book Learning materials in different formats Future Some mobile learning projects in progress USAB 2010 HCI in Work & Learning, Life & Leisure
  37. 37. Questions? Thank you very much! Eva Patrícia Gil Rodríguez [email_address] Pablo Rebaque Rivas [email_address] Learning Technologies Office USAB 2010 HCI in Work & Learning, Life & Leisure

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