Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Tools for Designing Mobile Interaction with the Physical Environment in Outdoor Lessons
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Mobile technologies are increasingly being used to support students in outdoor learning activities. For instance, in a growing number of research projects, smartphones and positioning technologies are being used to support students in exploring the natural environment. However, previous research has identified challenges with the introduction of mobile technology into outdoor lessons. One fundamental challenge is that interaction with mobile technology in outdoor lessons may distract students from interacting with the physical environment. In this thesis this challenge is approached from the perspective of human-computer interaction, guided by the following research question: How can we design, evaluate, and reflect on mobile technology for interacting with the physical environment in outdoor lessons? The thesis presents four design cases on outdoor geometry and biology lessons, which act as probes for developing conceptual design tools. The design cases were developed through a concept-driven design approach and evaluated on field tests with primary school students. Future workshop and Interaction analysis were the main methods used. The results of the field tests suggest that mobile technology needs to be designed to orientate students in their interaction with the physical environment. In line with the concept-driven design approach, the thesis proposes three design tools. The design tools proposed are: Design guidelines that are specific enough for guiding the design of mobile technology for outdoor lessons, a Design model for designing and evaluating mobile technology for outdoor lessons, and Design concepts for reflecting on the placement of mobile technology in outdoor lessons. The design tools are proposed as tools for researchers and designers to take the challenge of distraction into account in designing mobile technology for outdoor lessons.

Abstract [sv]

Mobilteknologi används allt oftare för att stödja elever i läraktiviteter utomhus. Till exempel, i ett växande antal forskningsprojekt, används mobiltelefoner och teknik för positionsbestämning som stöd för skolelever i att utforska naturen. Tidigare forskning har dock identifierat utmaningar med införandet av mobilteknologi i utomhuslektioner. En av de huvudsakliga utmaningarna är att interaktion med mobilteknologi i utomhuslektioner kan distrahera eleverna från att interagera med den fysiska omgivningen. Den här avhandlingen angriper den utmaningen ur ett människa-datorinteraktionsperspektiv, vägledd av följande frågeställning: Hur kan vi designa, utvärdera och reflektera över mobilteknologi för att interagera med den fysiska omgivningen i utomhuslektioner? I avhandlingen presenteras fyra designinterventioner bestående av utomhuslektioner i geometri och biologi, som låg till grund för att utveckla konceptuella designverktyg. Designverktygen utvecklades genom en koncept-driven designstrategi och utvärderades i fälttester med skolelever. Framtidsverkstad och Interaktionsanalys var de huvudsakliga metoder som användes. Resultaten från fälttesterna visar att mobilteknologin behöver utformas så att den kan orientera eleverna i interaktionen med den fysiska omgivningen. I linje med den koncept-drivna designstrategin, bidrar avhandlingen med tre designverktyg. De föreslagna designverktygen är: Designriktlinjer som är specifika nog för att vägleda utformningen av mobilteknologi för utomhuslektioner, en Designmodell för att utforma och utvärdera mobilteknologi för utomhuslektioner, och Designkoncept för att reflektera över hur mobilteknologi placeras och används i utomhuslektioner. Designverktygen föreslås som verktyg för att forskare och designers, som vill designa mobilteknologi för utomhuslektioner, ska kunna möta utmaningen i att mobilteknologin kan distrahera eleverna från att interagera med den fysiska omgivningen.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University , 2013. , 83 p.
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 13-008
Keyword [en]
Human-Computer Interaction, Design Tools, Concept-Driven Design, Mobile Learning, Design-Based Research (DBR), Outdoor Lessons, Field Trips, Design Theory, Design Process, Distraction
National Category
Human Computer Interaction
Research subject
Man-Machine-Interaction (MMI)
Identifiers
URN: urn:nbn:se:su:diva-93314ISBN: 978-91-7447-757-3 (print)OAI: oai:DiVA.org:su-93314DiVA: diva2:646160
Public defence
2013-10-25, sal D, Forum, Isafjordsgatan 39, Kista, 10:00 (English)
Opponent
Supervisors
Available from: 2013-10-03 Created: 2013-09-06 Last updated: 2013-10-17Bibliographically approved
List of papers
1. Mobile Devices as Support Rather than Distraction for Mobile Learners: Evaluating Guidelines for Design
Open this publication in new window or tab >>Mobile Devices as Support Rather than Distraction for Mobile Learners: Evaluating Guidelines for Design
Show others...
2011 (English)In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 3, no 2, 1-15 p.Article in journal (Refereed) Published
Abstract [en]

This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global, 2011
Keyword
Activity Theory, Human-Computer Interaction, Interaction Analysis, Interaction Design, Mobile Learning, Situated Learning
National Category
Information Science
Research subject
Human-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-62352 (URN)10.4018/jmbl.2011040101 (DOI)
Available from: 2011-09-15 Created: 2011-09-15 Last updated: 2017-12-08Bibliographically approved
2. Design Guidelines for Location-Based and Contextual Learning Supported by Mobile Devices
Open this publication in new window or tab >>Design Guidelines for Location-Based and Contextual Learning Supported by Mobile Devices
2012 (English)In: International Journal of Handheld Computing Research, ISSN 1947-9158, Vol. 3, no 2, 26-43 p.Article in journal (Refereed) Published
Abstract [en]

In location-based and contextual mobile learning, students are continually mobile in the virtual, social, and physical environment. A common problem in this view of mobile learning is that students spend time focusing on the mobile devices at the expense of interacting with other students or exploring the physical environment. The authors approach this problem from an interaction design perspective, where they design and analyse geometry-learning activities in two iterations. Based on video data from groups of students participating in the learning activities, the authors analyse when mobile devices are in the foreground and background of their interaction. The authors present six guidelines for designing location-based and contextual mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. Finally, the guidelines are evaluated using a model of interaction, which represents mobile device interaction as one of four different modes of human interaction with technology.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global, 2012
Keyword
Human-Computer Interaction, Interaction Design, Location-Based and Contextual Mobile Learning, Mobile Learning, Taxonomy of Telematics
National Category
Information Systems
Research subject
Human-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-82225 (URN)10.4018/jhcr.2012040102 (DOI)
Available from: 2012-11-12 Created: 2012-11-12 Last updated: 2013-09-10Bibliographically approved
3. Evaluating Interaction with Mobile Devices in Mobile Inquiry-Based Learning
Open this publication in new window or tab >>Evaluating Interaction with Mobile Devices in Mobile Inquiry-Based Learning
Show others...
2012 (English)In: WMUTE '12 Proceedings of the 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education, Washington, DC, USA: IEEE Computer Society, 2012, 92-96 p.Conference paper, Published paper (Refereed)
Abstract [en]

We evaluate to what extent students are interacting with mobile devices in one of four ways intended in the design of a mobile learning activity. Video data from one class of fifth grade students were analyzed using a model of four different types of interaction. The evaluation shows that the students interacted with the devices in the ways intended in design 64% of the time. The contribution is an approach for translating learning goals to interaction design goals in mobile learning research. We conclude that this approach can be of value in designing and evaluating interaction with mobile devices for an entire mobile learning activity.

Place, publisher, year, edition, pages
Washington, DC, USA: IEEE Computer Society, 2012
National Category
Information Systems
Research subject
Human-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-82233 (URN)10.1109/WMUTE.2012.23 (DOI)978-0-7695-4662-9 (ISBN)
Conference
2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education, Takamatsu, Kagawa Japan, March 27-March 30, 2012
Available from: 2012-11-12 Created: 2012-11-12 Last updated: 2013-09-10Bibliographically approved
4. Six ways of interacting with mobile devices in mobile inquiry-based learning
Open this publication in new window or tab >>Six ways of interacting with mobile devices in mobile inquiry-based learning
2012 (English)In: Proceedings of the IADIS International Conference Mobile Learning 2012 / [ed] Inmaculada Arnedillo Sánchez and Pedro Isaías, 2012, 67-74 p.Conference paper, Published paper (Refereed)
Abstract [en]

We design a mobile learning activity with the aim of supporting inquiry-based learning and analyze it to understand how students interact with mobile devices. For analysis we use a model of contextual human-technology interaction, which is an expansion of an older model by Buxton (1995). Our research question is: How can student interaction in a mobile learning activity be described in the model of contextual human-technology interaction? We approach this question by analyzing an eight minute long video clip of a group of three students using mobile devices for calculating the distribution of trees in a forest area. We categorize the results in six different ways of interacting with technology according to the model. The analysis shows how the model of contextual human-technology interaction can be used for describing placement of technology in mobile learning activities when students are mobile in and between contexts relevant for their learning goals.

Keyword
Human-Computer Interaction, Conceptual Model, Mobile Learning, Field Trip
National Category
Information Systems
Research subject
Human-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-82258 (URN)978-972-8939-66-3 (ISBN)
Conference
IADIS International Conference Mobile Learning 2012, Berlin, Germany, 11 to 13 March 2012
Available from: 2012-11-12 Created: 2012-11-12 Last updated: 2013-09-10Bibliographically approved
5. Using smartphones and QR codes for supporting students in exploring tree species
Open this publication in new window or tab >>Using smartphones and QR codes for supporting students in exploring tree species
2013 (English)In: Scaling up Learning for Sustained Impact: 8th European Conference, on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013. Proceedings / [ed] Davinia Hernández-Leo, Tobias Ley, Ralf Klamma, Andreas Harrer, Springer Berlin/Heidelberg, 2013, 436-441 p.Conference paper, Published paper (Refereed)
Abstract [en]

Smartphones are increasingly being used on field trips to support students in exploring the natural world. In this paper we present a design and analysis of an inquiry-based learning field trip for primary school students. One problem for design is how to make use of smartphones to support, rather than distract, students in interacting with the physical environment. We approach this problem by comparing two alternative designs, where students use smartphones for identifying tree species either by using an identification instrument or by reading a text description. The results show that students made use of the instrument for identification, QR codes, for identifying tree species and made use of the text descriptions for searching for tree species. In this sense, QR codes, connecting contextual information on smartphones to the physical environment, work as a learning tool that may be used for orienting students in their interaction with the physical environment.

Place, publisher, year, edition, pages
Springer Berlin/Heidelberg, 2013
Series
Lecture Notes in Computer Science, ISSN 0302-9743 ; 8095
Keyword
Human-Computer Interaction, Interaction Design, Mobile Learning, Inquiry-Based Learning
National Category
Computer and Information Science
Research subject
Human-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-93313 (URN)10.1007/978-3-642-40814-4_35 (DOI)978-3-642-40813-7 (ISBN)
Conference
8th European Conference, on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013
Available from: 2013-09-06 Created: 2013-09-06 Last updated: 2013-09-10Bibliographically approved

Open Access in DiVA

Cover(977 kB)59 downloads
File information
File name COVER01.pdfFile size 977 kBChecksum SHA-512
4ff27f76355b7c51910ca975e51a73bc4b3bb7af8dd480357ab344ecbf5f3797f732cd6d27552a094daa6f3ecb2b8dba8a02116c58a49f1951bacd4d77a0b61e
Type coverMimetype application/pdf
Fulltext(15156 kB)2416 downloads
File information
File name FULLTEXT01.pdfFile size 15156 kBChecksum SHA-512
12fddb9579d7e7610bc9af4d03cd7fe67d51d69cdaea9b82cbd8df89786e7ba96c34f416d4feca92aa8605528e3be89c73e842f9b0a5489e723ba8e72ac8522c
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Eliasson, Johan
By organisation
Department of Computer and Systems Sciences
Human Computer Interaction

Search outside of DiVA

GoogleGoogle Scholar
Total: 2416 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 2305 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf