Abstract

Looking into the latest technologies in Wi-fi (wireless fidelity) and RFID (Radio Frequency Identification, where wireless technologies are now beginning to be used throughout entire cities via set up network systems, and RFID is used now in many industries, we wish to explore these uses further for the field of youth education.

We will be looking into designing a small portable device and interface used similarly to the tamagotchi, except to better education purposes for children in the ages of their primary schooling. 

Our motivation behind the idea, looking back at many devices and toys that have been introduced in school have often been banned as they had become distractions in the class room, where the aim for our designed device will hope to be welcomed in the classroom as an education aid. 

Children in the class room are taught in various ways, from listening to teachers talk in there groups, to creative activities, to physical activities and excursions. But how much of that information is obtained and learnt at the end of the day is another thing. This may depend on how interestingly and interactively the information is presented to them.

We intend to research these topics through methods of field observation in educational places such as Museums where children are taken to see new and interactive knowledge bases. These observational methods will be backed up by focus groups with children using designed paper prototypes alongside creative questionnaires which will ask them about there preferred designs and technology (toy) uses. 

We expect that the results from our research in youth eduction through technology will be beneficial for both our disciplines of Communication and Multimedia design, being able to design or at least think about current technologies in new ways. The challenges of communicating to a younger generation and being able to design for them will also help us with future research projects. 

 

 

Background / Introduction

The education for children when they are young from previous research, is the most crucial part of a child’s education. What children learn in their early stages will most likely effect everything about them in the future, from their personality, to their social habits, and relations with community so it is important that during these early stages, that they are taught in ways that will be engaging and will encourage them to absorb new information. 

Children during their stages of education in preschool to primary school are probably the environments in which they pick up the most information with their interactions with teachers and classmates both in the classroom and when they are physically active during their play lunch and lunch breaks. In all this, they begin to learn more about their social / emotional parts, physical capabilities and strengths and cognitive experiences. 

“The dimensions of early child development that matter the most are the physical, the social/emotional, and the cognitive/lan- guage. How a child develops across each of these dimensions, from before birth to school age, influences each of health, well-being and competence for the rest of life.” – Hertzman 2004 ¹

Through these experiences, children can also develop disorientation’s that hinder at the process of them obtaining information during their vital times of learning, which can negatively effect them as adults and their future learning patterns. 

“School children all over Britain are fidgeting too much, not paying attention, and disrupting other students. In some schools, as many as one in every 10 children is labeled as hyperactive, having an attention disorder, or both.” – Staff, 1999 ²

These factors of educative disruption may come from multiple areas that prevent a child from engaging in classroom learning with other students, as some of the problems can occur within the class room itself, where the child on an emotional level becomes agitated and has changes in motivation and aspirations towards the current environment of learning.

To take these inside perspectives as an example:

“Steven is 11 and in the fifth grade. His reading problem causes him to read haltingly. On the day he knows he’ll be asked to read out loud at school, he develops a stomachache.”

“Maria, age 9, is in the third grade. Her visual perception and fine motor problems interfere with her handwriting, so it takes her an hour to finish one worksheet at night, let alone two or three. The teacher asks her to write more legibly, but she’s doing the best she can. She’s losing interest in school.” Р Fanning 1999 ³

From these examples, we can try and understand why some children and there motivations towards learning change through their emotional and physical relations to their schooling. The pressure of study, with their own personal judgments on themselves as well as the teachers input and the way they are taught will effect a child’s performance. If a child feels pressured to learn in competitive and comparative environments, with fears of failure, frustration, lack of understanding of school work, learning new information may become a laborious task and something to avoid. 

 

Introduction of technology in education

In past times, the main source of information came from personal discussions in the class room sharing information with teachers and other students. In these conditions, the teachers have complete control over the output of information that a child can learn, which may also be limiting to a child’s explorative nature and involvement levels. With new technologies that are developing for both communication and education, as schools everywhere are gaining much and more access to these technologies, educational resources are becoming much more user interactive and engaging.

Research has been performed around the effects of teaching with Multimedia, computer-assisted instruction (MCAI) in comparison to Traditional instructions (IT) methods, along side combinations of instruction (CI). In these studies, both their knowledge and their attitudes towards the teaching methods were tested to find in most cases that multimedia methods of teaching has been preferred by students. 

“In general, the literature reveals that the use of MCAI as a supplement to traditional teacher-led approach produces achievement effects superior to those obtained with traditional instruction alone.” Р Vernadakis, Zetou, Tsitskari, Giannousi, Kioumourtzoglou 2008 4 

But this effect depends on many factors like the features of the learners, the teachers, the learning stuff, the type of learning, the features of the study, etc. Wiemeyer (2003)⁵

 

This means that the combination of both Multimedia and Traditional teaching methods may be of use for both engaging and retaining a students attention long enough to become interested in the subjects of learning as well as being taught personally so that the responsibility of learning and obtaining new information isn’t entirely placed on the student.

Another study has been placed on the use of educational video games in the class room and how it can improve learning. The Nintendo DS and the game Brain Training by Japanese neuroscientist Dr Kawashima, now being tested in class rooms, players can fight their way through a series of mini games, puzzles and challenges that help to exercise everyday brain functions which can be played by all ages. The game has proved to build on maths and concentration skills which are particularly beneficial for children. 

The experiment which had proved these results was the use of the game console in St Columba’s primary school in Dundee, Scotland, where the game was to compare results by before and after tests. Each morning for 10 weeks, a group of nine and ten year olds played Brain Training on the DS for fifteen minutes before lessons began. This schools method was compared to a similar group of children in a different school that used a series of body exercises to activate the brains activity for learning known as the Brain Gym method.

Each group sat math’s tests before and after the 10 weeks experiment period. Both groups had shown improvements in test scores but the scores that had increased the most was the group that had used the Nintendo DS. 

“The results of this small-scale Dr Kawashima project have shown how a targeted and managed use of such a game can help to enhance pupil numeracy skills and classroom behaviour.” Derek Robertson, Parrack 2007 ⁶ 

 

 

Objectives

Our main ideas and objectives that we propose is to utilise these newly introduced means of education through technology and information by designing a new Multiuse Р multimedia learning platform that treats information in a way that will appeal to children and their learning needs. 

As information for children has to be organised in a way that will both engage them as well as making sure they are able to understand the information collected and presented, the platform aims to create a middle medium between user and outside knowledge.

The platform also hopes to be able to not only build relationship’s with its personal users, but also with others that may be of guidance for learning such as teachers, parents, and other users of the platform. Through this, the user may also be able to create friendships and links by the knowledge they have been able to collect and share, creating a whole new learning experience.

 

Positioning:

Product Audience:

Based off the fact that the platform will be mainly aimed at children within their primary school studies, the device may have to be introduced and supplied to schools as a multimedia learning tool. 

Considering the costs of the technology and the durability of the device, it may not be readily accessible immediately or otherwise could be marketed not only towards schools, but to parents as a platform that would greatly improve their child’s learning capabilities. 

 

Marketing and Competition

The platform may come around the cost of other new portable gaming systems such as the Nintendo DS, which also places it in direct competition of it and in the market segment of portable gaming systems. Although this may be a tough competitive market to enter considering the current sales of Nintendo DS and other platforms, our proposed platform may have advantages over the others in-terms of its educational value. 

All gaming platforms currently rely on pre-programmed games to buy externally which ads to the cost of the device, where this device could be marketed on the base that it is an “Open source” platform, that is not restricted to the games you would have to buy for it unlike other platforms. Systems like the Nintendo DS currently use wireless technologies where you can play group games and share scores and information, but they have no technologies that can capture live feed information from real environments (see Technological and environment function), specifically tagged for education, and public communication. The device would be used as a base for the collecting of knowledge through environment, and retaining it with entertainment and interactivity. 

 

Design Considerations:

Physical functionality

Considering how children use their environments for adventure and play throughout early stages of learning, the platform will have to be designed in a way that is portable, so it will need to be relatively small for children to take around with them. It will also have to be built with rigidity knowing how toys and such are usually treated by children or at least, the design could feature carrying implementations and storage facilities which will help the child to look after the device.

The portable platform in a way will be emulating many devices that adults already use in there everyday communications and sharing of information except based on an educational level. 

The device will be using latest technologies of Wireless networks combined with GPS systems and RFID (Radio Frequency Identification) tagging systems.

 

Technological and environmental function

In recent experiments with these technologies, the Design Group PROBOSCIS naming their project Urban Tapestries have used them to create a system which allows multiple users, on various platforms and interfaces such as mobile phones, GPS systems, PDA’s to digitally tag a physical place with notes or writings that are location specific. This public authoring would also allow others to access this information with their own personal devices, where applications for such a tool could go into leaving personal notes for friends or unknown visitors, to local shops leaving messages as advertisements for sales to warning people of traffic jams or public safety issues and so on. Other potential uses could be for museums where audio tours are downloaded onto appropriate personal devices as you walk past tagged areas to trigger the interactive information. Р “Urban Tapestries Project ⁷, http://urbantapestries.net/

Baker, 2008 ⁸

 

 

Design Restraints 

This technology has great potential for the education industry, as where currently most of this kind of technology is only accessible in devices that only adults use. Looking at the Urban Tapestries project, it could be used in almost any environment, from large outdoor spaces to closed buildings, but for the time being if the technology is to be used in a device that kids have access to, the range of environments where it could be used may have to be restricted to controlled learning environments for the safety of appropriate content and physical monitoring.

 

Brand vision / personality / packaging

The general aesthetic design that the technology will take on, considering the primary school market it will be designed for, is to be friendly, warm, colourful and fun to try and appeal to both boys and girls as well as being attractive for schools and parents to want to buy for their kids. The “Brand Vision” that it will represent will almost be like a “knowledgeable” or intelligent friend that can help them with home work, and help them learn allot more about the world around them, encouraging children to create adventures through their information collection to also share with other friends, and teachers.

 

 

Methods of research

Method 1: Environmental Observation

Using Ethnographic observation methods for part of the research, and considering our subject matter of education and environment, our observations had taken place during the school holidays where parents would take their children to sources of entertainment and learning. These places of research were chosen from the bases of how our designed platform will be used which is at the time being in enclosed educational buildings. Our current observations were based inside also because the use of technology when displaying interactive information is mostly in controlled and protected indoor areas. Further research may be done in the future to build on our knowledge base, of how children interact in outside learning environments.

The Observations so far have been at the Melbourne Aquarium and the Melbourne Museum which both contain all sorts of interactive technology that are engaging for children and adults alike in learning new information. The main difference between the two is that the Aquarium is based mostly on active live displays and water animals in their enclosures, which affects what will be the main focuses of attention. The Museum on the other hand still contained active live displays of things from insects, to spiders to some fish, but most of the information is presented in text and other interactive formats which also affects what children will want to look at.

To start with, before entry in each environment, a set of questions had been prepared to guide us through observing information interactivity and what sorts of information are more engaging to children and adults.

 

Ґ What types of information do children look at?

With the information environments where written factual information is displayed near active live enclosures such as animals, the real environmental things take the attention by far where the signage seems to be ignored and not even seen. The only way the children learn from these signs are when parents or carers read them and repeat them to the child where sometimes the child will repeat what the parent has said. We often found that when certain signs looked nice or bright enough, kids had paid attention to it, but only when the signs would like they would be something interactive like a computer screen, where kids go and touch the sign almost as if they were expecting it to change in some way.

Ґ What types of information retain attention?

It seemed from our observations that kids of our Target age look in areas that have lots of movement and activity. For example, If there was an active creature inside an enclosure or something that was different and strange would often catch these kids attention for longer periods of time. Other things that caught attention were screens that either displayed videos, with sound, or animation that the users were able to interactive with such as a touch screens.

We also found that when there were active speakers in these environments that made presentations on exhibits that were engaging, loud, and exiting, children also paid attention to them which also tests the theories of Traditional teaching methods against pure multimedia learning experiences. Younger kids that had found multimedia interfaces liked to play with them, but didn’t seem to actually pay much attention to the information presented.

Ґ How do they engage/interact with the information they see, and how?

In places like the aquarium where displays looked at are the actual enclosures, people including parents and children all get as close as they can to what they are trying to view, watching things moving around, children would always touch the glass as if they want to try and touch the creature inside as well as following them with their hands around the enclosure display. 

The most successful forms of information were ones that the user could actually physically touch and get some response back from what ever they have engaged with. Other physically involved environments where the users could actually climb in or around an object to find out information about what they were looking at also proved to be elements that were engaging.

Ґ What do they communicate or share with the others based on the information they are engaged with?

Often if there was something that was interesting that caught the attention of a child, but they didn’t know anything about it, they would often make their own identification schemes by naming them by colours, shape, size, amounts, or by referring to something else that they already know.

When reading signs if they ever caught their attention, younger kids would mostly just pick off words from the headings and try and say them, especially when encouraged by their carers.

Ґ Who are they trying to communicate to?

Children only would speak to their other siblings, friends, or family about what they have seen, sometimes enjoying sharing and discussing the information, and sometimes just being competitive for attention or fighting for turns in looking at specific items of information.

Ґ Are they using any forms of technology they have brought with them? Are they assisted in using the technology or are they more independent with using it?

There weren’t many kids around that had their own technologies, mainly the older ones around the grades of 4 Р 6 had phones, which some would take photo’s with them. There were younger children there that were using technology from prep Р grade 3 that had camera’s, that were either taking photos of the exhibits themselves or of their family near objects. Some children seemed to do just fine in handling the technology themselves, where others had to have some assistance in using it safely and cautiously.

Ґ What forms of interactive technology are being used at the venue(s)?

The main forms of interactive technology that existed at the Aquarium were mainly interactive touch computer screens or interfaces, where some were used more then others. The technology that was used the most were the ones that had a more active display with sounds, and animations, as some were playable games, and others that merely displayed facts, were ignored and unnoticed. At the Melbourne Museum however had much more interesting interactive technologies there mainly because of having much less real active displays. Some of these interactions could be engaged by watching 3D screens, listening to sounds of insects or information being spoken from inside seashells, to pressing buttons that in some way changed the display of the exhibit, or even being able to smell objects.

 

 

Method 2: Creative Interviews with children

As a follow up to the observational documentation, a short creative based questionnaire had been constructed to try and understand what exactly a child in our target range of Primary school, (from grade prep Р to grade 4 to possibly grade 5 and 6) will want this multimedia platform to have in terms of interactive ability, looks, feel etc. 

Our first stage interviews were organized with a small group of girls, from around the ages of 9 and 10, in one of their homes so they would feel more comfortable and more responsive to the questions asked.  

 

1. In terms of SHAPE interest:

From the survey, all of the girls preferred to be able to hold the device with both hands, knowing that the device is secure and safe. They had mentioned that even using other current technologies such as the Nintendo DS, that the device was too bulky and didn’t like the fact that it folded out, and said they would prefer the design to be smaller and on one side and flat and with one screen.

They all discussed their liking for the Ipod shape, except for it to have more width. 

2. Color: 

Pink – looks too much like its designed for babies, and isn’t appealing for this group, even as young girls.

Light Blue – Most interest

Red Р Is a colour that makes an object feel important

3. Character or Text:

It was discussed that too much text and instructions in games quickly makes them boring, annoying and depreciates their interest. There had been suggestions they would prefer a character to talk to them, with either voice or speech bubbles.

They also brought up the idea that they like to be in control of what they are using, and that it should give them options and time to make decisions, depending on the application. 

Sharing should also something they can do with the device.

Characters shouldn’t be too large and cover the screen, and it shouldn’t move too much. 

Must hold as less space as possible, Cute and small like the TAMAGOTCHI.

Not interested in characters with too much graphics and bright colors. 

Background music shouldn’t be too loud, it distracts them.

 

4. Winning/Goals:

They must be winning something, without an item or a score to reach, it doesn’t give them a need to play. 

Should be given things time to time, for encouragement. Making the game harder makes them forfeit the game as well as the learning.

Not to be competitive. Making it competitive makes the girls feel undermined but it encourages the boys.

 

5. Graphics

Graphics should be soft and not too hard edged, as the girls suggested that soft graphics are more appealing, where hard edged graphics change the mood of the game. Soft images help the games to be more pleasant where you can play them for longer.

6. Game play

Too many buttons doesn’t confuse them much but combination play of buttons confuses them easily. They want the game to be played straight to the point, simple.

Grading and scores provides an interest, they keep trying to learn and get better grades. 

eg: cooking academy

 

Method 3: Paper prototyping

With the above information collected from the group surveys and discussions, it has given us a rough start to be able to create some basic interfaces to test on another group. Previously in the group, they were given pencils and paper as well as play dough to make sketches and mock ups of their preferred device shape, where now the paper will be testing the actual usable interface. This next round of prototyping may also let us test out the previous ideas of what is preferred for the shape, doing both testing and remodelling at the same time. Organising our paper prototyping is still on the way. 

Considering previous suggestions for game play with use of characters, a new set of questions will be developed that will ask them about their preferred use of the interface design, character design and even the types of games and activities they would like to see being played on it

 

Proposed outcomes:

The final outcome will be to design the portable, multimedia learning platform in all its details, from the looks and feel of the physical design, to how the interface will work through animated demonstrations or storyboards, packaging design, to it’s marketing and advertising campaigns. It will be important to design the campaign so it may even be used as a corporate brand, to present to a wide range of clients that may even be the Government as this would be the way to have the product placed and used as an important leaning tool for schools in the future. A Branded feature brochure or mini proposal may be something to work towards, that will explain everything about it, as in what its designed for, how it can be used, where it can be used and why it would be an important product for children and schools to have.

Other possible outcomes may also be designing entire interactive environments and exhibition spaces where the participants are able to use their own personal devices that connect directly to the information within the space, where the information found within it, can be stored, shared and be something rewarding for the participants.