A Design Framework for Engaging Collective Interaction Applications for Mobile Devices

The main objective of this research is to define the conceptual and technological key factors of engaging collective interaction applications for mobile devices. To answer the problem, a throwaway prototyping software development method is utilized to study design issues. Furthermore, a conceptual framework is constructed in accordance with design science activities. This fundamentally exploratory research is a combination of literature review, design and implementation of mobile device based prototypes, as well as empirical humancomputer interaction studies, which were conducted during the period 2008 - 2012. All the applications described in this thesis were developed mainly for research purposes in order to ensure that attention could be focused on the problem statement. The thesis presents the design process of the novel Engaging Collective Interaction (ECI) framework that can be used to design engaging collective interaction applications for mobile devices e.g. for public events and co-creational spaces such as sport events, schools or exhibitions. The building and evaluating phases of design science combine the existing knowledge and the results of the throwaway prototyping approach. Thus, the framework was constructed from the key factors identified of six developed and piloted prototypes. Finally, the framework was used to design and implement a collective sound sensing application in a classroom setting. The evaluation results indicated that the framework offered knowledge to develop a purposeful application. Furthermore, the evolutionary and iterative framework building process combined together with the throwaway prototyping process can be presented as an unseen Dual Process Prototyping (DPP) model. Therefore it is claimed that: 1) ECI can be used to design engaging collective interaction applications for mobile devices. 2) DPP is an appropriate method to build a framework or a model. This research indicates that the key factors of the presented framework are: collaborative control, gamification, playfulness, active spectatorship, continuous sensing, and collective experience. Further, the results supported the assumption that when the focus is more on activity rather than technology, it has a positive impact on the engagement. As a conclusion, this research has shown that a framework for engaging collective interaction applications for mobile devices can be designed (ECI) and it can be utilized to build an appropriate application. In addition, the framework design process can be presented as a novel model (DPP). The framework does not provide a step-by-step guide for designing applications, but it helps to refine the design of successful ones. The overall benefit of the framework is that developers can pay attention to the factors of engaging application at an early stage of design

Exerbraining for Schools: Combining Body and Brain Training

AbstractThe growing obesity problem has reinforced policymakers and educators to devise strategies that encourage introduction of novel and engaging physical activities in schools. At the same time, the gaming industry has introduced a game genre that requires the player to be physically involved in the game (e.g. Nintendo Wii, Kinect). In fact, exergames (physically activating games) is an emerging trend that may influence also the implementation of the physical education curriculum and classroom activities in the near future. In this paper we discuss the possibilities and limitations that exergames can provid e for schools. We review exergaming practices that have been introduced to schools and propose a new form of exergaming, exerbraining that combines both body and brain training and thus could fit well to school context. We report the results of the case study in which we tested an exerbraining game involving mathematical content. The results showed that students enjoyed playing the game a lot and exerbraining games can provide effective learning solutions for schools

Supporting Learning with Wireless Sensor Data

In this article, learning is studied in in situ applications that involve sensors. The main questions are how to conceptualize experiential learning involving sensors and what kinds of learning applications using sensors already exist or could be designed. It is claimed that experiential learning, context information and sensor data supports twenty first century learning. The concepts of context, technology-mediated experiences, shared felt experiences and experiential learning theory will be used to describe a framework for sensor-based mobile learning environments. Several scenarios and case examples using sensors and sensor data will be presented, and they will be analyzed using the framework. Finally, the article contributes to the discussion concerning the role of technology-mediated learning experiences and collective sensor data in developing twenty first century learning by characterizing what kinds of skills and competences are supported in learning situations that involve sensors.In this article learning is studied in situations that involve sensors. The main questions are how to conceptualize experiential learning involving sensors and what kinds of learning applications using sensors already exist or could be designed. It is claimed that experiential learning, context information and sensor data supports 21st century learning. The concepts of context, technology-mediated experiences, shared felt experiences, and experiential learning theory will be used to describe a framework for sensor based mobile learning environments. Several scenarios and case examples using sensors and sensor data will be presented and they will be analyzed using the framework. Finally, the article contributes to the discussion concerning the role of technology-mediated learning experiences and collective sensor data in developing 21st century learning by characterizing what kinds of skills and competences are supported in learning situations that involve sensors.Peer reviewe

Flow Experience as a Quality Measure in Evaluating Physically Activating Collaborative Serious Games

The measurement of the subjective playing experience is important part of the game development process. The enjoyment level that a serious game offers is a key factor in determining whether a player will be engaged in the gameplay and achieve the objectives of the game. In this paper we report the results of a game design process in which two prototypes of a collaborative exergame were studied. The main aim of the paper is to explore to what extend the measurement of flow experience can facilitate the game evaluation and design process. Alltogether 102 junior high school students participated in two user experience studies and played collaborative exergames designed to teach soft skills. Playing experience was measured with a flow questionnaire, playing behavior was observed and some of the players were interviewed. The results showed that flow experience can be used to evaluate the overall quality of the gameplay and it provides a structured approach to consider the quality of the game. However, flow does not provide detailed information about the shortages of the game and thus complementary methods is needed to identify the causes. The results also indicated that flow experience was independent of gender that supports its use in quality measurement

A Design Framework for Engaging Collective Interaction Applications for Mobile Devices

The main objective of this research is to define the conceptual and technological key factors of engaging collective interaction applications for mobile devices. To answer the problem, a throwaway prototyping software development method is utilized to study design issues. Furthermore, a conceptual framework is constructed in accordance with design science activities. This fundamentally exploratory research is a combination of literature review, design and implementation of mobile device based prototypes, as well as empirical humancomputer interaction studies, which were conducted during the period 2008 - 2012. All the applications described in this thesis were developed mainly for research purposes in order to ensure that attention could be focused on the problem statement. The thesis presents the design process of the novel Engaging Collective Interaction (ECI) framework that can be used to design engaging collective interaction applications for mobile devices e.g. for public events and co-creational spaces such as sport events, schools or exhibitions. The building and evaluating phases of design science combine the existing knowledge and the results of the throwaway prototyping approach. Thus, the framework was constructed from the key factors identified of six developed and piloted prototypes. Finally, the framework was used to design and implement a collective sound sensing application in a classroom setting. The evaluation results indicated that the framework offered knowledge to develop a purposeful application. Furthermore, the evolutionary and iterative framework building process combined together with the throwaway prototyping process can be presented as an unseen Dual Process Prototyping (DPP) model. Therefore it is claimed that: 1) ECI can be used to design engaging collective interaction applications for mobile devices. 2) DPP is an appropriate method to build a framework or a model. This research indicates that the key factors of the presented framework are: collaborative control, gamification, playfulness, active spectatorship, continuous sensing, and collective experience. Further, the results supported the assumption that when the focus is more on activity rather than technology, it has a positive impact on the engagement. As a conclusion, this research has shown that a framework for engaging collective interaction applications for mobile devices can be designed (ECI) and it can be utilized to build an appropriate application. In addition, the framework design process can be presented as a novel model (DPP). The framework does not provide a step-by-step guide for designing applications, but it helps to refine the design of successful ones. The overall benefit of the framework is that developers can pay attention to the factors of engaging application at an early stage of design

Persuasive Mobile Device Sound Sensing in a Classroom Setting

This paper presents an idea on how to utilize mobile phones to support learning in the classroom. The paper also tries to initiate discussion on whether we can create new kinds of learning applications using mobile devices and whether this could be the way we should proceed in developing 21st century learning applications. In this study, a mobile phone is programmed to function as a collective sound sensor. To achieve an appropriate learning atmosphere, the designed system attempts to maintain the noise level at a comfortable tolerance level in the classroom. The main aim of the mobile application is to change student behaviour through persuasive visualizations. The prototype application was piloted during spring 2012 with a total of 72 students and two teachers. The results, based on observations and interviews, are promising and several subjects for future work arose during the pilot study