Nokia N810 Analysis


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Nokia N810 Analysis

  1. 1. CONTENT INTRODUCTION 5 WHAT DID WE DO? 7 Drishya Kids Workshop 9 Srishti Faculty Kids Workshop 10 WHY DID WE DO? 13 14 Nokia N810 WORKSHOP CONSTRAINTS WHY KIDS? 17 Internet Tablet WHAT WERE WE TRYING TO FIND? 18 DRISHYA KIDS WORKSHOP PROCESS 21Workshops & Analysis Introduction to Nokia N810 & Scratch on it 25 Drawings and Imagination 27 Constructing the imagination 29 Selecting appropriate location 31 Story-telling on location 33 SRISHTI FACULTY KIDS WORKSHOP 34 Workshop Process 36 INFERENCES & CONCLUSION 39 DIRECTIONS & QUESTIONS FOR THE NOKIA N810 40
  2. 2. INTRODUCTION This book is about user-research and possible future directions for the Nokia N810 Internet-tablet. The research was carried out through two workshops, run with two independent groups of children over two weekends and an evening. It was a joint exercise between Nokia and Project Vision (Srishti School of Art, Design and Technology). The Drishya children were drawn from a not-school learning centre, Drishya, run by the Dwarkanath Reddy Ramanarpanam Trust (DRRT). We thank the Drishya family for the support extended us for this research. The Faculty children were a group of kids primarily from the Mallya Aditi International School (with the exception of one). They were sons and daughters of Srishti faculties, and a few of their friends. We thank them for their enthusiasm and willingness to be a part of this research.4 5
  3. 3. WHAT DID WE DO? We ran two workshops, as a joint exercise between Nokia and Project Vision (Srishti School of Art, Design and Technology), with two independent groups of children over two weekends and one evening.6 7
  4. 4. DRISHYA KIDS WORKSHOP This workshop ran over two Saturdays (a total of about 8hrs.) with six children from Drishya, who had prior experience working on Scratch, and additionally were good with craft and drawing. Their age group ranged from 10 to 12 years old. The workshop was designed specifically to initiate them to the Nokia N810, and to instill an understanding of the device in them. Additionally, it was planned to observe how the children took to playing with Scratch on the new device. We wanted to question the usability of the shrunk interface, the stylus-based mode of interaction and the ability to draw directly; and how these could translate into newer and better ways of play- learning. As these kids don’t have formal school training it was interesting for us to see how they perceived the device and made their own devices (using craft-materials) which they called their Magic Boxes.8 9
  5. 5. SRISHTI FACULTY KIDS WORKSHOP This workshop ran over the relatively shorter time-span of 3hrs. We conducted and designed this workshop with five kids from formal schools, in the age group of 10 to 12 years. The workshop was designed to test Scratch and its usability on the Nokia N810. Of course, detailed observations were also made regarding the usability and interface of the device itself. There was only one kid out of the five who wasn’t exposed to Scratch. We wanted to observe how they would adapt to the device and to Scratch on a handheld. 10 11
  6. 6. WHY DID WE DO? The workshops were run specifically to The MIT and the Nokia team had been test Scratch functionality on the N810; hard at work over the past year trying to and in general to also test the usability of port Scratch onto the Maemo flavour of the device itself. We also wanted to find Linux (which is the operating system for out if there is a need to further develop the N810), and we were going to put their the device itself, or design any supportive hard work to the test through these two accessories that would enhance the short workshops. functionality of the product.12 13
  7. 7. WORKSHOP CONSTRAINTSScratch wasn’t working seamlessly when were forwarded to both the MIT and thewe conducted the workshop with the Nokia teams.Drishya kids. There were problems withthe sound in Scratch, wherein Scratch As far as the homogeneity of the test-could neither record nor playback. Also, group is concerned, the Drishya kids werethe interface itself hadn’t been translated fairly equals and well-balanced in theirto fit the aspect ratio and smaller screen conceptual and cognitive abilities. Also,of the N810. In short, it was very much a both sexes were fairly well in progress; and the results of the For the Faculty-kids workshop, however,workshop would be primarily to evaluate all abilities were more or less balanced;the device and the concept of Scratch- but there was a marked bias in that thereon-N810. was only one girl amongst the team of six.By the time the second workshop wasrun, however, Scratch was workingsmoothly on the devices. Barring a fewhiccups, of course. To our, and the kids’delight, sound was finally up and runningon the device! Scratch wasn’t recording,but the familiar sounds of the cat andthe rest of the musical family were there.There had been a tangible progression inthe design of the interface as well, and itwas now much better tuned to the screenof the N810.Following the two workshops, severalsuggestions and feedback on the workingof Scratch on the Nokia N810 device, 14 15
  8. 8. WHY KIDS? We targeted kids because they are has to begin with the interest of the kids core focus for Project Vision. We have themselves. The kids enjoy storytelling conducted workshops with these kids and animation on the Scratch platform, earlier, and they are all eager and excited and they have had prior workshops to explore new things. They also adapt to and camps in which they have worked new modes of playing and working easily. intensively with Scratch. Thus, Scratch too became an integral part of these The final concept of making the Nokia workshops. N810 device into an education tablet16 17
  9. 9. WHAT WERE WE TRYING TO FIND? We were trying to find out alternate ways in which the device could be used by kids as well as facilitators. How children react to the product and how it could work as an education tablet rather than just been an internet tablet for professionals on the go. Also, how could the device break free of its internet-dependency? On the Scratch front, we were trying to test the newly-translated interface along with the new modes of interaction that the N810 provided. Also, what the device could provide in terms of facilitating greater immersion and mobility for the Scratch platform. 18 19
  10. 10. DRISHYA KIDS WORKSHOP PROCESS Drishya Workshop (Day 1) We planned to start with revisiting a prior The responses were very different and workshop, following it with a warm-up each child contributed extensively. session with the Nokia N810 device; and finally letting them loose to freely think Here are few examples of their likes and make their own devices using craft •  Scripting in Scratch was fun material. •  Story-telling •  Making characters in Scratch We started with revisiting the Scratch •  Drawing in Scratch Trans-media Storytelling workshop •  Projecting on a wider screen which was a part of the summer camp •  Performance in Drishya. The kids were asked to revisit •  Phone recordings their Storytelling workshop (of June 2008) in which they merged traditional forms Dislikes were of storytelling and narration, with digital •  Too chaotic methods of procedural animation and •  Low concentration performance. The kids used Scratch for •  Technical failures within Scratch animation and media manipulation, along with Nokia mobile phone handsets for Following the revisit, the kids were gathering and transferring media. asked to comment and compare, their experiences of working on various The discussion served to ease them into computer and computer-like devices. The thinking about technology, something devices we had in mind were a desktop, which is not an overwhelming feature of laptop, mobile phones and finally, their daily lives. Also, it let them revisit the Nokia N810. It seemed a logical their lived experiences and narrate to us progression in our minds and we wanted various likes and dislikes; all of which to see whether the kids could arrive at were valuable insights for the current this conclusion by themselves with a context as well. minimum of prompting from us.20 21
  11. 11. What ensued was an enthusiastic and lively discussion that went into considerable detail as to the pros and cons of the various devices. The progression from desktop to handheld was amply clear to them, as were the limitations of each of the devices. Following are, according to the children, the pros and cons of each of the above mentioned devices: Desktop pros Desktop cons •  Doesn’t rely on a Battery •  Not portable & Non-tactile •  Runs on UPS •  Need external accessories •  Can be localised (web cam etc.) Laptop pros Laptop cons •  Portable & Personal •  Battery dependent •  Outdoor spaces •  Non-tactile •  Can be localised Mobile phones pros Mobile phones cons •  Portable, Tactile & Personal •  Battery dependent •  Many features in one device •  Can be localised •  Media Nokia N810 pros Nokia N810 cons •  Like a computer in a pocket •  Not a phone •  Tactile & Portable •  Battery dependent •  In-built Keyboard •  Not much use without internet •  All features in one device •  Stylus •  Drawing22 23
  12. 12. INTRODUCTION TO NOKIA N810 & SCRATCH ON IT Drishya Workshop (Day 1) At this stage, the Nokia team decided to Following are the marked observations give to the kids a slightly more detailed •  Playing games (Numpty physics introduction to the N810, including etc.) its Scratch capabilities. Needless to •  Playing Scratch (wasn’t fully say, the kids were overwhelmed at the developed) idea of working with Scratch on such a •  Video, camera & recording is fun convenient and mobile form-factor. •  Skype They took to the device with amazing •  Drawing with stylus is fun speed, spurred on by the Kannada •  Cool factor interface of Scratch. Beyond Scratch, •  Typing is difficult the kids also tried their hands at •  Fun and playful browsing on the N810’s fully-featured •  Online portals like Ning (Kannada) browser, called each other on Skype, and had a blast taking group photos through modules downloaded from the internet. The readily available Wi-Fi connection was a huge help. All through their process of engaging with the device, the team observed them and made notes, took photos and recorded their triumphs and frustrations. There were corners galore that needed rounding prior to full-fledged use of the device, but it was a very good reception from the primary test-group.24 25
  13. 13. DRAWINGS AND IMAGINATION Drishya Workshop (Day 1) The final stage for the day involved Following were the observations made giving the kids some drawing materials. from the drawings Their task was deceptively simple: to •  Lots of games to be played conceptualise their own devices (along •  Information is the key factor the lines of the N810) and make a story •  Fun and colourful for their personal N810; which they would •  Companionship (device) then have to prototype using boxes and •  Spreading awareness craft material. •  Location sensitive device •  Environment and nature issues At this point Scratch was not working •  Friends (connecting and sharing) flawlessly on the N810 and thus, not •  Information about Planet Earth much more could be tested on the •  Information to Community Scratch front. Therefore, it was necessary •  Form of the device is different for us to give the kids an opportunity to •  Emotions (happy, lonely etc.) think beyond the N810 and create their •  Easy Interface own Magic Box, which would be informed •  Localised by their interests, biases, contexts and •  Extremely personal & Interactive general exposure to technology. This •  Simulation would then help us to conceptualise further applications for the device.26 27
  14. 14. CONSTRUCTING THE IMAGINATION Drishya Workshop (Day 2) Day Two was focused upon the making of Making of the boxes: the Magic Boxes. The kids were provided •  Gathering specific pictures materials to decorate and make their •  Interactive boxes individual Magic Boxes. They also went •  Colours further by looking up paper-mechanisms, •  Local material searching for appropriate pictures and •  Compact selecting appropriate colours for their •  Motion or movement boxes. All the kids were able to represent, •  Multi-layered in craft, the drawings that they had made •  Portable earlier. The final interactive boxes were •  Magical (surprise element) not very different from their drawings. •  Extremely personal •  Informative •  Craft •  Embellishment & Decorative28 29
  15. 15. SELECTING APPROPRIATE LOCATION Drishya Workshop (Day 2) The kids were also asked to select Selection of the spaces: a space in which they would like the •  Home company of their boxes. It was in this •  Drishya (majority) space that they were to narrate the story •  Garden of their box, and explain its working to us. •  Swimming pool Most of the spaces overlapped, and some •  In the community needed a bit of imagination because all •  In friend’s house contexts weren’t readily available. •  Natural spaces •  In day time •  Rainy season •  Pottery workshops •  Used when lonely, sad or happy •  In a bus •  Contextually sensitive information retrieval •  Various other places (abroad)30 31
  16. 16. STORY-TELLING ON LOCATION Drishya Workshop (Day 2) It was fun and intriguing to see the Story-telling in liked location: manner in which they worked to •  Known and comfort zones produce interactive boxes that met their •  Informative boxes (communicative) own specifications; and then the final •  Device that solves environmental show-and-tell in which they proudly problems demonstrated their Magic Boxes to us. •  Relational and metaphorical •  Personal & Portable •  Personalised (local) •  Bank •  Media and entertainment •  Happy box •  Educative and illustrative •  Accessible and interactive •  Story-telling •  Simulation •  Bringing outer world inside •  Localise •  Learning resources •  Spreading awareness •  Multi-layered (information & interface) •  Skinnable •  Analogue-digital balance •  Environmental conscious •  Eco-friendly •  Compact, attractive & colourful •  Like a friend •  Cool factor32 33
  17. 17. SRISHTI FACULTY KIDS WORKSHOPThis workshop was targeted at a slightlymore upper-class focus group, that aremore familiar with technology in theirday-to-day lives. They use a variety ofscreen-based interactions and media.These kids were drawn from familiesknown to the researchers, and were allschool-going kids. This workshop hada marked gender bias, with only oneparticipant out of six representing thegirls.The workshop was designed to testhow school-going children from upper-middle-class society interact with theNokia N810. As Scratch was workingsmoothly on the device by this time, theworkshop additionally focused on thetesting of Scratch on the Nokia N810. 34 35
  18. 18. WORKSHOP PROCESSWe had six kids out of which five had The results or the insights were asprior experience in working on Scratch. followsThe workshop started off with a short •  Enjoyed the cool factor of the deviceintroductory session where we introduced •  Why not a phoneeach other, and hinted at the possibility •  Scratch cards not helpful (ignored)of the device. When their curiosity had •  Patient and enthusiasticbeen piqued, the kids were just handed explorationsthe Nokia N810 devices to play with. •  Enjoyed playing gamesThere was no formal introduction given •  Fun drawing with stylusto them, and they discovered the various •  Want to own onepossibilities and features of the device •  Typing was a pain (key-board)completely by themselves. •  Fun, play and cool •  Internet is a necessityIt was amazing to observe how easilythey navigated and made themselves athome on the device. Also, they related tous all the apparent and visible hardwarefeatures as well. Unfortunately, therewas no internet access; and the focusremained purely on the device andScratch. The kids, also, tired easily ofScratch and found themselves variousother diversions on the handheld(including some games). 36 37
  19. 19. INFERENCES & CONCLUSIONS The workshop gave us a lot of rich data Application that could help Nokia and MIT to open up Software that extend functionality, and wider opportunities. The above insights enable the child to learn and discover. are all very essential for Nokia and MIT to Examples of applications would include develop this device further. data-gathering and visualising, animation and story-telling through varied media. Applications would enable the child to The above analysis can be clustered into grow with the device and vice versa, three categories: thus ensuring long-term usage and upgradability. Mobility The kids want to move around and play Additionally, plug-in hardware could also with the device. They have multiple be conceptualised along similar lines. numbers of places to take the device For example, an add-on that enables the around. The biggest factor of the device device to project the screen onto a wall or being that, all the kids wants to study similar flat surface. their environment not sitting at one place but testing it in the real context with the Emotion help of this device. Emotions play a major role as far as this device is concerned. This device should The device thus has to have the following be a friend to the child, helping him capabilities according to the demands: discover and learn. •  Reliable Internet access •  Multiple real time data collecting sensors (apart from Scratch sensors) •  Projecting facility (story-telling) •  Better key-board for easy usage38 39
  20. 20. DIRECTIONS & QUESTIONS FOR THE NOKIA N810 •  Why doesn’t it have phone capabilities? •  Stylus is fun to draw with •  What if there is no wireless connectivity? •  Want more educative games •  Key-board is very difficult to operate •  Numbers are difficult to type •  How can it stand against the new mini laptops (netbooks) in the market? •  Much more sophisticated Scratch functionality (recording, right-clicks etc.) •  Right-click functionality on the N810 •  Need for good reference material for the first time users of N810 (and Scratch on it) •  GPS functionality •  GIS functionality •  Locative media •  Location Awareness in device •  Localise •  Use of Scratch-boards for scientific experiments or arts •  Use of external sensors to obtain real-time data (science learning in spaces) 40 41
  21. 21. Nokia N810 Design Research & Workshops Dipti Sonawane Divya Vishwanathan Palash Mukhopadhyay Vijay Narayanan-Saroja The Nokia Team Jan Blom Divya Vishwanathan Vijay Narayanan-SarojaAcknowledgementsWe thank everyone associated with the The Scratch@MIT Teamworkshops: the parents, the children and Mitchell Resnickothers who generously donated their time, Natalie Ruskadvice, patience and space to facilitate the John Maloneyworkshops. Evelyn Eastmond Jay SilverIt was indeed a pleasure working with you all, Karen A Brennanand a testimony to your generosity that somuch happened at such short notice. Project Vision Principal Investigator Geetha NarayananWe look forward to further generations of theN810 series, and we hope that this workshop Book Designhasn’t been an exercise in futility. Dipti Sonawane 42