Young children learning with mobile devices: Research on design and implementation

The increasing growth and usage of mobile devices, such as tablets and iPads, by young children has not yet been accompanied by systematic research about the effects they have on children's learning and the conditions that facilitate or hinder learning and engagement. As a result, only few empirically-based guidelines exist to guide parents, educators, and application (app) designers when choosing or designing apps for young children, often leading to non-evidence-based decisions, or the design of apps with little educational value. This symposium aims to bring together researchers from Australia, the UK and USA to discuss what evidence exist about the learning potential of mobile devices and apps for young children and how it could be used to inform relevant stakeholders

Mobile-assisted language learning [Revised and updated version]

Mobile-assisted language learning (MALL) is the use of smartphones and other mobile technologies in language learning, especially in situations where portability and situated learning offer specific advantages. A key attraction of mobile learning is the ubiquity of mobile phones. Typical applications can support learners in reading, listening, speaking and writing in the target language, either individually or in collaboration with one another. Increasingly, MALL applications relate language learning to a person’s physical context when mobile, primarily to provide access to location-specific language material or to enable learners to capture aspects of language use in situ and share it with others. Mobile learning can be formal or informal, and mobile devices may form a bridge connecting in-class and out-of-class learning. When learning takes place outside the classroom, it is often beyond the reach and control of the teacher. This can be perceived as a threat, but it is also an opportunity to revitalize and rethink current approaches to teaching and learning. Mobile learning appeals to a wide range of people for a variety of reasons. It may exclude some learners but it is often a mechanism for inclusion. It is likely that the next generation of mobile learning will be more ubiquitous, which means that there will be smart systems everywhere for digital learning. Mobile learning is proving its potential to address authentic learner needs at the point at which they arise, and to deliver more flexible models of language learning

Understanding face and eye visibility in front-facing cameras of smartphones used in the wild

Commodity mobile devices are now equipped with high-resolution front-facing cameras, allowing applications in biometrics (e.g., FaceID in the iPhone X), facial expression analysis, or gaze interaction. However, it is unknown how often users hold devices in a way that allows capturing their face or eyes, and how this impacts detection accuracy. We collected 25,726 in-the-wild photos, taken from the front-facing camera of smartphones as well as associated application usage logs. We found that the full face is visible about 29% of the time, and that in most cases the face is only partially visible. Furthermore, we identified an influence of users' current activity; for example, when watching videos, the eyes but not the entire face are visible 75% of the time in our dataset. We found that a state-of-the-art face detection algorithm performs poorly against photos taken from front-facing cameras. We discuss how these findings impact mobile applications that leverage face and eye detection, and derive practical implications to address state-of-the art's limitations

The patterning of finance/security : a designerly walkthrough of challenger banking apps

Culture is being ‘appified’. Diverse, pre-existing everyday activities are being redesigned so they happen with and through apps. While apps are often encountered as equivalent icons in apps stores or digital devices, the processes of appification – that is, the actions required to turn something into an app – vary significantly. In this article, we offer a comparative analysis of a number of ‘challenger’ banking apps in the United Kingdom. As a retail service, banking is highly regulated and banks must take steps to identify and verify their customers before entering a retail relationship. Once established, this ‘secured’ financial identity underpins a lot of everyday economic activity. Adopting the method of the walkthrough analysis, we study the specific ways these processes of identifying and verifying the identity of the customer (now the user) occur through user onboarding. We argue that banking apps provide a unique way of binding the user to an identity, one that combines the affordances of smart phones with the techniques, knowledge and patterns of user experience design. With the appification of banking, we see new processes of security folded into the everyday experience of apps. Our analysis shows how these binding identities are achieved through what we refer to as the patterning of finance/security. This patterning is significant, moreover, given its availability for wider circulation beyond the context of retail banking apps

Understanding Mobile Search Task Relevance and User Behaviour in Context

Improvements in mobile technologies have led to a dramatic change in how and when people access and use information, and is having a profound impact on how users address their daily information needs. Smart phones are rapidly becoming our main method of accessing information and are frequently used to perform `on-the-go' search tasks. As research into information retrieval continues to evolve, evaluating search behaviour in context is relatively new. Previous research has studied the effects of context through either self-reported diary studies or quantitative log analysis; however, neither approach is able to accurately capture context of use at the time of searching. In this study, we aim to gain a better understanding of task relevance and search behaviour via a task-based user study (n=31) employing a bespoke Android app. The app allowed us to accurately capture the user's context when completing tasks at different times of the day over the period of a week. Through analysis of the collected data, we gain a better understanding of how using smart phones on the go impacts search behaviour, search performance and task relevance and whether or not the actual context is an important factor.Comment: To appear in CHIIR 2019 in Glasgow, U

InfoInternet for Education in the Global South: A Study of Applications Enabled by Free Information-only Internet Access in Technologically Disadvantaged Areas (authors' version)

This paper summarises our work on studying educational applications enabled by the introduction of a new information layer called InfoInternet. This is an initiative to facilitate affordable access to internet based information in communities with network scarcity or economic problems from the Global South. InfoInternet develops both networking solutions as well as business and social models, together with actors like mobile operators and government organisations. In this paper we identify and describe characteristics of educational applications, their specific users, and learning environment. We are interested in applications that make the adoption of Internet faster, cheaper, and wider in such communities. When developing new applications (or adopting existing ones) for such constrained environments, this work acts as initial guidelines prior to field studies.Comment: 16 pages, 1 figure, under review for a journal since March 201

Implementing Ethics for a Mobile App Deployment

This paper discusses the ethical dimensions of a research project in which we deployed a personal tracking app on the Apple App Store and collected data from users with whom we had little or no direct contact. We describe the in-app functionality we created for supporting consent and withdrawal, our approach to privacy, our navigation of a formal ethical review, and navigation of the Apple approval process. We highlight two key issues for deployment-based research. Firstly, that it involves addressing multiple, sometimes conflicting ethical principles and guidelines. Secondly, that research ethics are not readily separable from design, but the two are enmeshed. As such, we argue that in-action and situational perspectives on research ethics are relevant to deployment-based research, even where the technology is relatively mundane. We also argue that it is desirable to produce and share relevant design knowledge and embed in-action and situational approaches in design activities