fifi: designing educational experiences using ubiquitous and pervasive technology
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Fifi: Designing Educational Experiences using Ubiquitous and Pervasive technology. Jessica Nethercott, Richard Joiner, Jo Reid, & Richard Hull. Introduction. Technologies underlying ubiquitous computing are beginning to move from research laboratories to the real world. - PowerPoint PPT PresentationTRANSCRIPT
Fifi: Designing Educational Experiences using Ubiquitous
and Pervasive technology
Jessica Nethercott, Richard Joiner, Jo Reid, & Richard Hull
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Introduction
• Technologies underlying ubiquitous computing are beginning to move from research laboratories to the real world.
• Ubiquitous computing will be able to deliver situated digital experiences
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Introduction
• Situated digital experiences are– Context sensitive, particularly with respect
to location– Digitally mediated– Compelling to users
• The question is whether they can be developed to deliver compelling educational experiences
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Introduction
• There are a number of theories that could be used to inform design of compelling educational experiences.
• Hull, Kidds & Reids theory of compelling experience
• Lepper & Malone’s theory of intrinsic motivation
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Introduction
• Many similarities exist between the two models.
• Both models cover the following aspects: challenge, fantasy, sensory curiosity, co-operation and competition.
• However, there is one big difference the importance of a goal.
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Introduction
• Therefore the aim of this study was to explore the use of theories of intrinsic motivation in the design of situated digital educational experiences
• Two experiences were designed using SoundScape technology.
• One had a goal and one did not.
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Technology
• The technology used in this study was SoundScapes.
• A SoundScape is a physical environment that is overlaid with digital auras.
• An aura or nimbus is defined by several properties
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Technology
• The default behaviour of the aura is to act as a switch
• When a user enters an aura, their client device immediately fetches and plays an audio track.
• It does this via the 802.11b wireless network installed in the HP laboratories
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Study
• The children (n = 26) were aged between 11 –12 years old from a secondary school in Bath.
• The study employed a within participants design
• The were two tasks were designed– Goal and Non Goal Task
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Goal task
• The goal was to get three keys from an island to give to a magic transistor radio in order to save Fifi fairy from imprisonment.
• The children are told to pick up some magic dust from Fifi fairy
• The dust helps them find invisible stepping stones.
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Goal task
• If they successfully reached the island they were told that they have a key and to return to the transistor.
• When they returned the audio map changed and they had to find the second key.
• The path got more difficult with each level, the third level was the hardest.
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Goal task
• The physical element of the SoundScape consisted of – yellow material to mark the beach, – an inflatable alien dressed as a fairy– a transistor radio on a table– a compass marked on the sea area– green material and a plant to represent the
island
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Non-Goal Task
• The Non-goal task contained all the elements of the goal version apart from the goal.
• Thus, it was exactly the same physically as the goal version.
• Auras were dotted around the SoundScape, these contained animal sounds.
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Procedure
• The children were split into groups of 5
• Each participant was given 10 minutes on their first SoundScape and 10 minutes to fill in the relevant questionnaire.
• Then they were then given 10 minutes on their second SoundScape followed by the relevant questionnaires.
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Findings
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Findings
• The children found that the SoundScape with a goal was more interesting were more likely to want to have another go than the non-goal version
• Non goal condition was more sociable than the goal condition
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Findings
• They made more positive comments concerning the goal version.
• They presence of a goal was important reason why they liked the game.
• They made more negative comments concerning the non-goal version and mentioned a lack of a goal as negative aspect of the non-goal version.
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Findings
• They mentioned that one improvement for the non-goal version was to add a goal and to include more sensory stimulation.
• They preferred the goal version
• The most popular reason for preferring the goals version was the presence of a goal.
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Discussion
• The findings provided support for the importance of a goal in design of educational digital educational experiences.
• They also raise a number of questions concerning how they could be designed to support learning