Learning English Speaking through Mobile-Based Role-Plays: The Exploration of a Mobile English Language Learning App called Engage

[EN] Engage is a new form of mobile application that connects students studying English with teachers in real-time via their smartphones. Students receive target language through preparation dialogues, and then apply it to a role-play with a teacher. The conceptualization and development of Engage follows the user-centred design approach; and the product was built through multiple iterations: in the first iteration, students were invited to try out a paper mock-up; in the second iteration, students tried out a mobile prototype; in the external test, a fully functional application was released to App Store between October 25 and November 20, 2012, and 326 users downloaded it. The application was well-received by these test users, reflected in the post-study survey, student ratings, and students’ usage records. The external tests proved that the technical environment of the application was feasible for production; and the operationalization of the teacher service and cost model were also proven to be feasible and scalable.Yang, B.; Zhou, S.; Ju, W. (2013). Learning English Speaking through Mobile-Based Role-Plays: The Exploration of a Mobile English Language Learning App called Engage. The EuroCALL Review. 21(2):27-38. https://doi.org/10.4995/eurocall.2013.9788OJS2738212Burke, T. & Guest, A. (2010). Using role playing as a teaching strategy: an interdisciplinary approach to learning. Proceedings of the 2nd Annual Conference on Higher Education Pedagogy, 34-35.Buzan, T. (1989). Use both sides of your brain. New York: Penguin.Demouy, V. & Kukulska-Hulme, A. (2010). On the spot: using mobile devices for listening and speaking practice on a French language programme. Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 217-232. https://doi.org/10.1080/02680513.2010.511955Edge, D., Searle, E., Chiu, K., Zhao, J. & Landay, J.A. (2011, May). Micromandarin: mobile language learning in context. 2011 Annual Conference on Human Factors in Computing Systems. Symposium conducted in Vancouver, BC, Canada.Hyerle, D. (2004). Student successes with thinking maps: school-based research, results, and models for achievement using visual tools. CA: Corwin Press. ISO 13407 (1999). Human-centred design processes for interactive systems. London: British Standards Institution.Karat, C. (1997). Cost-justifying usability engineering in the software life cycle. In M. Helander, T.K.Landauer and P.Prabhu (Eds.), Handbook of Human-Computer Interaction (pp. 653-688). Amsterdam: Elsevier. https://doi.org/10.1016/B978-044481862-1.50098-4Kondo, M., Ishikawa, Y., Smith,C., Sakamoto, K., Shimomura, H., and Wada,N. (2012). Mobile assisted language learning in university EFL courses in Japan: developing attitudes and skills for selfregulated learning. ReCALL, 24, 169187. https://doi.org/10.1017/S0958344012000055Kukulska-Hulme, A. and Shield, L.(2008). An overview of mobile assisted language learning: from content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289. https://doi.org/10.1017/S0958344008000335Kujala,S. (2003). User involvement: a review of the benefits and challenges. Behavior & Information Technology, 22(1),1-16. https://doi.org/10.1080/01449290301782Liu, T.-Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527. https://doi.org/10.1111/j.1365-2729.2009.00329.xMiangah, T. M., and Nezarat, A. (2012). Mobile-assisted language learning. Journal of Distributed and Parallel Systems, 3(1), 309-319. https://doi.org/10.5121/ijdps.2012.3126Parrish, B. (2004). Teaching adult ESL: a practical introduction. New York: McGraw-Hill Companies.Rubin, J. (1994). Handbook of usability testing: how to plan, design, and conduct effective tests. New York: Wiley.Schafer, R. W. (1994). Scientific Bases of Human-Machine Communication by Voice. In D.B. Roe (Eds.), Voice communication between humans and machines(pp.34-75). Washington, D.C.: National Academy Press.Senf, M. (2012, Dec). Role-play, simulations and drama activities. DocumBase. Retrieved from http://en.convdocs.org/docs/index-44311.htmlSnyder, C. (2003). Paper prototyping: the fast and easy way to design and refine user interfaces. San Diego, CA: Morgan Kaufmann Pub.Sousa, D. A. (2006). How the brain learns. CA: Corwin Press.Traxler, J. (2007). Current state of mobile learning. International Review on Research in Open and Distance Learning, 8(2), 9-24

House Of Silver Mobile Application (HOSAPP): Embrace The Art Of Silver Handicraft

“To know is to love”, it is a best idiom to illustrate the need of awareness creation in attracting attention towards a subject. As such, this project focused on the study, design, development and deployment of mobile application as a medium to create an awareness and further attraction toward House of Silver; a niche retailer of silver handicraft. In addition, as cited by Lavidge and Steiner in an article entitled “A Model for Predictive Measurements of Advertising Effectiveness”, effective marketing is to create the awareness of the product. As it is, House of Silver has a hard time to market and attract buyers due to lack of silver-value knowledge among current consumers. Therefore, the objective of this project is to solve the above mentioned issue by utilizing the use of mobile application in creating consumer awareness and attraction toward House of Silver merchandise

The Cambodian experience: Exploring university students' perspectives for online learning

Over the past few years there has been a rapid growth in online learning in higher education institutions in most developed countries around the world. However, many developing countries have not yet embraced this educational approach. In this paper, we discuss some of the benefits and challenges for implementing online learning in developing countries, and some of the issues students from developing countries face when studying abroad. We then describe how an online course, based on authentic learning principles (Herrington, Reeves & Oliver, 2010), was designed and implemented using a design - based research approach to provide Cambodian university students with the opportunity to experience online learning for the first time. The data findings and facilitator reflections for the initial implementation of the course are then presented and discussed. Finally, we provide recommendations for improving the effectiveness of the course design for future implementations

Designing and evaluating a contextual mobile learning application to support situated learning

This research emerged from seeking to identify ways of getting Human-Computer Interaction Design students into real world environments, similar to those in which they will eventually be designing, thus maximising their ability to identify opportunities for innovation. In helping students learn how to become proficient and innovative designers and developers, it is crucial that their ‘out of the classroom’ experience of the environments in which their designs will be used, augments and extends in-class learning. The aim of this research is to investigate firstly, a blended learning model for students in higher education using mobile technology for situated learning and, secondly, the process of designing a mobile learning app within this blended learning model. This app was designed, by the author, to support students in a design task and to develop their independent learning and critical thinking skills, as part of their Human-Computer Interaction coursework. The first stage in designing the system was to conduct a comprehensive contextual inquiry to understand specific student and staff needs in the envisaged scenario. In addition, this research explores the challenges in implementing and deploying such an app in the learning context. A number of evaluations were conducted to assess the design, usability and effectiveness of the app, which we have called sLearn. The results show an improvement in scores and quality of assessed work completed with the support of the sLearn app and a positive response from students regarding its usability and pedagogic utility. The promising results show that the app has helped students in developing critical thinking and independent learning skills. The research also considers the challenges of conducting an ecologically valid study of such interventions in a higher education setting. There were issues discovered in regards to the context of use such as usability of interface elements and feeling self-conscious in using the app in a public place. The model was tested with two other student cohorts: User Experience and Engineering students, to further investigate best practice in deploying mobile learning in higher education and examine the suitability of this learning model for different disciplines. These trials suggest that the model is indeed suitable and, the engineering study in particular has demonstrated that it has the potential to support the learning in-situ of students from non-computing disciplines

Eat like a local : a culture cuisine guide for the English-speaking visitor in a non-major city in China : a thesis presented in partial fulfilment of the requirements for a Master in Design at Massey University, Wellington, New Zealand

Cuisine and dining traditions are emblematic of local culture (Sutton, 2010), and tourism food consumption is an important way for travellers to experience the local culture (Chang, Kivela, & Mak, 2010; Germann Molz, 2007). As we know, China is not an English-speaking country, which has become a barrier for non-Chinese speaking travellers to travel independently. However, China is gradually perfecting multilingual translations of urban road signs and attractions, but there are still large gaps when it comes to food translations. In China, authentic food is usually hidden in the lives of local people. Due to many of these restaurants are family-owned inheritance of old stores with no commercial propaganda and gimmicks, and all rely on the reputation of customers. This project aims to design interactive media to help the English-speaking traveller to break the language barrier and experience Chinese food like a local. By focusing on authentic Chinese local food located in non-major cities that receive less attention from travellers. Most of the non-major cities are not well-known because there is not much tourist information available. Using the city of Changsha as a model, the function of interactive media will cover the basic functions of existing food apps, such as restaurant introductions, locations, recommendations, and menus and prices. Includes new features that differ from the general food app, such as food stories and dining traditions; food ingredients, with possible allergens; and diet habits. The goal is to design a digital guide for the English-speaking travellers in China

Maintaining authenticity: transferring patina from the real world to the digital to retain narrative value

This research is concerned with utilizing new technologies to harvest existing narrative, symbolic and emotive value for use in a digital environment enabling "emotional durability" (Chapman, 2005) in future design. The projects discussed in this paper have been conducted as part of PhD research by Rosemary Wallin into 'Technology for Sustainable Luxury' at University of the Arts London, and visual effects technology research undertaken by Florian Stephens at University of West London. Jonathan Chapman describes vast consumer waste being "symptomatic of failed relationships" between consumers and the goods they buy, and suggests approaches for designing love, dependency, and even cherishability into products to give them a longer lifespan. 'Failed relationships' might also be observed in the transference of physical objects to their virtual cousins. Consider the throwaway nature of digital photography when compared to the carefully preserved prints in a family album. Apple often use a skeuomorphic (Hobbs, 2012) approach to user interface design, to digitally replicate the patina and 'value' of real objects. However, true transference of physical form and texture presumably occurs when an object is scanned and a virtual 3D model is created. This paper presents three practice-based approaches to storing and transferring patina from an original object, utilizing high resolution scanning, photogrammetry, mobile applications and 3D print technologies. The objective is not merely accuracy, but evocation of the emotive data connecting the digital and physical realm. As the human face holds experience in the lines and wrinkles of the skin, so the surface of an object holds its narrative. From the signs of the craftsman to the bumps and scratches that accumulate over the life of an item over time and generations, marks gather like evidence to be read by a familiar or a trained eye. According to the time and the culture these marks are read within, they will either add to or detract from its value. These marks can be captured via complex 3D modelling and scanning technologies, which allow detailed forms to be recreated as dense 3D wireframe, but the result is often unsatisfying. 3D greyscale surfaces can never fully capture the richness of patina. Authentic surfaces require other qualities such as colour, texture and depth, but there is something else - more difficult to define. Donald A. Norman expands on the idea of emotion and objects by describing three 'levels’ of design "visceral, behavioural and reflective". Visceral is based on "look, feel and sound", behavioural is focused on an object’s use, and reflective is concerned with its message. New technology is commonly seen in terms of its ability to increase efficiency, but this research has longer-term objectives: to repair or even rebuild Chapman's 'broken relationships' and enable ‘emotionally durable' design. The PhD that has formed the context for this paper examines the concept of luxury value, and how and why the value of patina has been replaced by fashion. Luxury goods are aspirational items often emulated in the bulk of mass production. If we are to alter behaviour around consumption, one approach might be to use technology to harvest patina as a way to retain emotional, symbolic and poetic value with a view to maintaining a relationship with the things we buy

Designing for oral storytelling practices at home: A parental perspective

Storytelling at home is typically an oral practice that supports parents and children to make sense of their family identity. Parents play a key role in crafting the story plot and facilitating the child’s participation in the storytelling process. Yet in the context of digital technology, interaction design researchers have tended to focus on children and how digital storytelling tools can support them in their learning. Adopting a “family lens” the aim of this research is to understand the character of oral storytelling practice and identify opportunities for digital storytelling design. The findings outline a co-design workshop that involved a team of designers and parents, who regularly engaged in oral storytelling. Grounded in a systematic video analysis of the workshop alongside a reflection of the design decisions that unfolded, we contribute four new design opportunities centring on the themes of flexibility, shared experience, minimalism, and autobiographical memories. These opportunities can guide interaction design researchers interested in designing new digital oral storytelling tools for families