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Fifi: Designing Educational Experiences using Ubiquitous and Pervasive technology

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.

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Fifi: Designing Educational Experiences using Ubiquitous and Pervasive technology

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  1. Fifi: Designing Educational Experiences using Ubiquitous and Pervasive technology Jessica Nethercott, Richard Joiner, Jo Reid, & Richard Hull

  2. 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 CALRG 2004

  3. 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 CALRG 2004

  4. 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 CALRG 2004

  5. 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. CALRG 2004

  6. 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. CALRG 2004

  7. 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 CALRG 2004

  8. 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 CALRG 2004

  9. 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 CALRG 2004

  10. 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. CALRG 2004

  11. 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. CALRG 2004

  12. 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 CALRG 2004

  13. 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. CALRG 2004

  14. 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. CALRG 2004

  15. Findings CALRG 2004

  16. 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 CALRG 2004

  17. 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. CALRG 2004

  18. 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. CALRG 2004

  19. 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 CALRG 2004

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