SAMI: Mobile Interactive System for Learning

SAMI: Mobile Interactive System for Learning (Sistema de Aprendizaje Móvil Interactivo) Carlos Gerardo Prieto Álvarez

David Soto Ríos

José Simon Gómez León

Universidad Tecnológica de la Mixteca Acatlima km 2.5, 69000 Huajuapan de Leon Oaxaca, México



[email protected]

[email protected]

[email protected]

ABSTRACT This paper describes a model and system to improve the education of the child population in Latin America. The research is based on a study of primary schools in Mexico and explains the major factors that lead children in the initial stage of learning to present frustration and little knowledge in areas related to STEM (Science, Technology, Engineering and Mathematics). Following a user-centered process, it is possible to provide a mobile tool and a learning model for children to develop logic skills and continue their education at home. Providing an educational tool such as SAMI makes the learning of mathematics an easy task for children.

Categories and Subject Descriptors H.5.2 [User Interfaces]: Features Ergonomics, Evaluation/methodology, Graphical user interfaces (GUI), Interaction styles, Prototyping, User-centered design.

gain access to a basic education due to the lack of schools, educational material and trained teachers. Learning to reason and understand basic concepts like numbers, quantities, distances and fractions is something that few students at the basic level can master in its entirety. In Latin America only 8.4% [3] of the population is able to understand and apply reasoning to scientific knowledge related to STEM (Science, Technology, Engineering and Mathematics). In Mexico only 6.4% [1] of the child population has the ability to solve problems related to logic and mathematical reasoning. The lack of education is strongly related to poverty in the region. 41% of the Latin American population lives in a precarious situation which has an impact when searching for a better paid job [4].

2. USERS AND POPULATION

K.3.2 [Computer and Information Science Education]: Features Information systems education, Self-assessment.

The population in México and Latin America with problems of education varies depending on age and grade level achieved. Figure 1

General Terms

During the first approach with the users, it was determined that there are three main blocks of users with problems in the area of mathematics.

Human Factors, Design, Experimentation.

Keywords Education, HCI, Children, Design, Knowledge, Accessibility.

1. INTRODUCTION Education in Latin America is one of the pillars of society; unfortunately, a lack of educational tools doesn’t prevent to children from having a better life quality [1]. Nowadays, reading and writing, is not enough for a complete learning ability. Now it is necessary to understand and use this information with critical reflection [2]. The education provided by the federal Government is rather limited and in many cases not covered by the basic education level. In some regions of Mexico and Latin America, it is impossible to Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. CLIHC’15, November 18–21, 2015, Cordoba, Argentina. Copyright 2015 ACM 1-58113-000-0/00/0010.

Figure 1. Latin America countries used as a sample. The first block in which we focus our research concerns basic education that covers up to the 6th grade. This user’s block has the following main features: 

Education: Basic (4, 5 or 6 grade)

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Age: 10-12 years.

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Region: Central and South America.

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Main problem: Mathematics and rational thinking.

Currently, teachers do not have material that sparks the interest and curiosity of the child for learning.

Using this data we generate a profile type Persona to define clearly who will be our main object of study. The other two blocks with educational problems are users who attend the higher level (High school and College) and those currently in adulthood (over 30 years). The third block is mainly people that couldn’t complete their studies. The solution proposed in this paper focuses on the first group of users as the main stage where the learning problem begins.

3. METHODOLOGY In order to propose and design a technology solution that could be used by children with these capabilities, the Extended User Centered Design methodology was the only way to achieve a product so easy to use. This version allowed us to meet and study further the characteristics of the population, their needs, wants and cultural aspects that otherwise wouldn’t have been obtained [5] [6] Figure 2.

Figure 3. Contextual study and User research.

3.2 Design After an extensive contextual study, the information obtained was analyzed in order to design a proposal that could provide a solution to the problems encountered. Using the Sketchboard and Focus Group technique, we could explore, share and iterate ideas to build an initial proposal. Figure 4 The shape of the device was designed to be different from the one of a Smartphone since these are common distractors. The screen size is 3.5 ' since it is an ergonomically correct measure that allows the user to access any item using only thumbs, as well as allowing use with one hand.

Figure 2. Extended User-Centered Design Scheme.

3.1 Study In order to understand and have a complete view of the problem we performed a contextual study divided in two phases. The first part was conducted in a library where children attend every day. The second phase was conducted inside a classroom which is the user’s real work environment. Figure 3 The first phase of the contextual study reveals that there is a great lag in education, children have many shortcomings of learning which generates frustration also they can’t solve the problems and practice assigned by the teacher. In addition, we talked with parents who reported having difficulty helping their children with their homework or being able to support them. The main reason for this problem is that parents do not have the knowledge and tools to help them. Not having help from their parents, children turn to material found in advanced reference books. The second part of the contextual study was conducted in a rural primary school where we observed the way children work in the classroom. We also analyzed the teaching methods. This study was very important since it came to the conclusion that it is necessary to design innovative learning tools.

Figure 4. First design and implementation.

3.3 First Evaluation and Testing The device features and activities were tested with primary school children using the Wizard of Oz technique. Figure 5 The first evaluation allowed us to know that it is necessary to design a mobile tool with playable activities. It is necessary to show the real use of mathematics in everyday life through examples, games and challenges.

The improvements detected in the evaluation include customization and the inclusion of material from other areas such as Spanish and Physics.

Figure 5. User testing and evaluation.

3.4 ReDesign Using the results from the first tests, we modified the original design to meet the needs of the user. A rubber protector was added on the side of the device to protect it from bumps or falls. The device was designed with a 9 megapixel rear camera to detect real objects of application, with the purpose of integrating math in the user’s real world and connect him with the real application. The new version of the prototype was built respecting the final weight of the components, ergonomics and the actual size of the device Figure 6.

Figure 7.User testing and control test.

4. TECHNOLOGICAL SOLUTION The technological solution for this educational problem takes into account the characteristics identified in the first part of the process, it has a minimal learning curve and is adapted to the user’s lifestyle. The physical characteristics of the device are: 

Screen 3.5 inch

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Camera 9MP

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Size 7.8 x 6.3 x 0.5 cm

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Sensors GPS, NFC, Accelerometer

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Battery 48 horas

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Weight 100 grams.

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Rubber bumpers.

The device offers a camera for the user to perform activities using object recognition for situations that require making use of logical mathematics skills. Objects and scenarios are usually in the route between school and home.

Figure 6. Redesign and bulding the next version.

3.5 Final Evaluation and Testing Once designed and built the high fidelity prototype, we carried out a second usability test with primary school children in a real classroom environment. This second evaluation included a group activity that aimed to improve collaborative learning strategies and encourage a better interaction in the classroom. The usability testing resulted in a positive acceptance of the concept. The shape, size and activities are very comfortable for the user. The design provides a minimal learning curve. To assess the knowledge acquired using the device, it was necessary to apply a control test using the current educational standard evaluation. Figure 7

Figure 8. Device front view. In this case users can link unknown concepts with the objects recognized in order to initiate activities. The software system is able to recognize images through pattern recognition. Issues such as quantities, speed signs or price

calculation are described on screen so that the user can start with the concept learning.

It is necessary to include real rewards to motivate progress on activities. This part proposes a way to get a prize in exchange of Game Points through public libraries. Figure 11

Figure 11. Rewards and prizes applied in the real world.

On the other hand the shape of the device was designed similarly to a Smartphone but does not match the capabilities of a smart device type phone. Figure 9. Back view and camera position.

The reason why we didn’t choose a smartphone device is due to the amount of distractions such as entertainment apps.

The light, strong and attractive design allows the child to bring it with him everywhere. We chose a mobile design like a Smartphone based on the user’s familiarity with the shape and screen functions.

Some changes in the appearance of the device were noted during the first phase of the Wizard of Oz test; here the users mentioned that the device would improve if we use a different color, shades of grey for men and red for women.

The shock resistant feature was added to protect the device in the actual usage environment. Children tend to run, jump and play with the device in hand or pocket.

Also, we included a virtual character to make the child feel identified. This character can be customized with items that will unlock as soon as the user completes the different stages.

To take advantage of the features, we included a proximity sensor which can detect if other SAMI´s are in the vicinity.

In the first instance the character was designed with a neutral profile but while doing the first tests the users didn’t like it. Girls wanted the character to be replaced by an animal and children preferred a male character.

5.1 Activity “World Explorer” The most important thing of this activity is interaction with the real world. It is necessary to apply newly learned knowledge in a practical way in order to reduce frustration when learning new concepts in mathematics. The activity is divided into three parts so we can get a better user experience. Figure 10. Near Field distance for recognition. The model has a 3.5 inch screen to show activities with characters and scenes with attractive details.

The first and second parts belong to the introduction of the user to the concept; in some situations the teacher can ask the child to use the material as a complement to the class syllabus. Figure 12

The device screen has a medium level sensitivity, using capacitive touchscreen technology it is possible for the user to perform gestures with more than one finger.

5. USER EXPERIENCE DESIGN AND USER INTERFACE. There are several things that are intended to improve the experience for children in school. "World Explorer" and "Group Challenge" activities were designed to improve the learning method. The first activity aims to improve the way children get into new concepts in mathematics. The idea of showing a method based on activities, games and experiences allows you to teach the user to reason rather than memorize. SAMI in this case uses the gamification approach so the children don't feel much pressure when doing their homework by themselves.

Figure 12. Learning model. The main aspect of the activity aims to make the user feel attracted towards a real world concept, such as sales and signs in markets that the user can see while walking to school, how the currency exchange works or the understanding of speed/distance related units. To start the activity, the child must be in front of the object of interest and focus with the camera. In this position the device recognizes the issue, and thus, starts an explanation of the concept, then continues with ludic activities.

walking home from school, in many cases, this is where the children can play with friends.

Figure 13. Object recognition and activity displayed.

Figure 15. Group activity and friend recognition.

The main objective of doing this activity is to develop the logicalmathematical ability. It also reduces the frustration while solving similar exercises in class. At any time the child can clarify their doubts on the subject and continue doing reinforcement activities. Figure 14

The child creates confidence and ability to solve complex problems within a team. It is possible to change the concept of activity at any time, either for the use of quantities and distances, or for geometric figures. Figure 16

Figure 14. Variations for the same activity. Figure 16. Variations for the group activity.

The rewards are focused towards sport and reading so the children can redeem their Game Points for a soccer ball or comics at the nearest public library.

5.3 Social Impact and Benefits

5.2 Activity “Group Challenge”

The social impact of this proposal lies in providing a better future through a quality education in the child population.

This activity aims to develop collaborative learning. Here the users have to perform activities together to solve a problem of greater complexity.

It is possible to notice the benefits in the quality of life of the users from the moment where children don’t present anxiety issues or frustrations while learning STEM related topics.

The objective in this activity is to order a set of quantities and numbers, greater-than, equivalent, even and odd, etc. In order to motivate users the system has a complete visual feedback for all users involved.

By providing an environment with these features, users can access quality education inside and outside the classroom. In this case the portability of the device allows children to make the device a companion with whom they can solve any questions.

The way the device communicates with the participant solves the issue of having doubts outside the classroom so the active participation of the teacher isn’t necessary.

6. RESULTS AND CONCLUSIONS

The device detects the proximity of other friend’s devices via NFC; this feature was intended to improve the interaction between fiends and kids from other schools. Figure 15 The outside activities allow the user to create a self-taught discipline in addition to adding a personal element to the interaction. All the activities have the capacity to function while

The proposed solution shows a significant change in the frustration reduction and rejection of the problems resolution using logical and mathematical reasoning. The dynamics of the activities makes the tool attractive for the user and generates a taste for reflective thought. Quantitative measurements of the user’s performance before and after the implementation of the model are very encouraging.

After a use period of 45 days we applied a new evaluation in which it is possible to see an increase in the number of users able to solve problems. Table 1 shows the results obtained after the test. Table 1. Quantitative results. Before

After

12.28%

35.71%

1 in 14 kids can solve problems using logic and math.

5 in 14 kids problems using math.

can solve logic and

Currently we have three 3 control groups that continue to use the device in order to establish if we have a meaningful change as a standard measure. A further result is the motivation shown by students towards the learning of mathematics. It evolved from being a heavy burden topic for children to being one of the most favored topics in class. These results are expected to work in a greater number of scenarios, other application areas and the inclusion of support for adult users. Finally, SAMI can improve the quality of life of the user improving access to better-paid and more rewarding jobs where they can make use of their new skills.

7. REFERENCES [1] SEP(2015)”Plan Nacional para la evaluación de los aprendizajes(PLANEA) resultado de los alumnus evaluados pertenecientes a sexton grado de primaria”. http://planea.sep.gob.mx/content/general/docs/2015/PLANE A_MS2015_publicación_resultados_040815.pdf [2] Martins, A.(2015), “Mapa de la educación en latinoamerica”, British Broadcasting Corporation BBC Mundo Noticias América Latina. http://www.bbc.com/mundo/noticias/2015/05/150513_educa cion_mapas_am [3] Programme for International Student Assessment (2012), Informe llevado a cabo por la OECD en 2012. http://www.oecd.org/pisa/keyfindings/PISA2012_Overview_ ESP-FINAL.pdf [4] CEPAL(2012) “Panorama social de Latinoamerica 2012”. [5] Norman, A,D.; Draper S.(1986). User Centered System Design: New Perspectives on Human-Computer Interaction. New York: Lawrence Earlbaum Associates. [6] Harper, R,; Rodden, T. (2008). Being Human: HumanComputer Interaction in year 2020. England: Microsoft Research Ltd.