Ian MacColl

Expressive interactions: tablet usability for young mobile learners

In this paper we examine the usability of tablets for students in middle school in the context of mobile environmental education. Our study focuses on the expressive qualities of three input methods -- text, audio and drawing -- and the extent to which these methods support on-task behaviour. In our study 28 small groups of children were given iPads and asked to record ecological observations from around their schoolyard. The effectiveness of the devices and their core utility for expressive, on-task data capture is assessed.

Noising around: investigations in mobile learning

In this paper we present an account of childrens interactions with a mobile technology prototype within a school context. The Noise Detectives trial was conducted in a school setting with the aim of better understanding the role of mobile technology as a mediator within science learning activities. Over eighty children, aged between ten and twelve, completed an outdoor data gathering activity using a mobile learning prototype that included paper and digital components. They measured and recorded noise levels at a range of locations throughout the schools. We analyzed the activity to determine how the components of the prototype were integrated into the learning activity, and to identify differences in behavior that resulted from using these components. We present design implications that resulted from observed differences in prototype use and appropriation.

Spontaneous scenarios: an approach to user engagement

In this paper we present work on a scenario and persona based approach to exploring social software solutions for a globally distributed network of researchers, designers and artists. We discuss issues identified with scenario based approaches and a potential participatory solution adopted in this project.

Wireless outdoor personal area network using adaptive inquiry scanning for location-based services

The Infopoint Explorer is an outdoor personal area network for location-based services that allows users to access locality information interactively using mobile computing devices such as PDAs and smartphones. The Infopoint explorer was used to study the limitations imposed by inexpensive and popular wireless technologies such as Bluetooth for outdoor location-based services. The Infopoint Explorer functioned as a multimedia guidebook that allowed access to location-specific information using wireless Infopoints. The Infopoints detect and attempt to transfer multimedia content to nearby mobile computing devices using Bluetooth connectivity. An adaptive Bluetooth Inquiry Access Code algorithm was developed to reduce the time taken for the Infopoint to detect nearby devices. The Infopoint was powered with solar panels and was deployed for a four-month trial. During the trial, over 8,000 Bluetooth connections were attempted, with 300 successful transfers.

TagNBank : tag-based interaction in mobile banking

Tags assigned by users in online and mobile banking are suitable to facilitate customization. This is especially useful and desirable in the mobile context as mobile devices are considered more personal than computers. Also, smaller screen sizes and increased risk of mistyping in the mobile context present a need for a simpler and easy-to-use interaction style.

Noise detectives: design implications for mobile learning

In this paper, we present an account of children’s interactions with a mobile technology prototype within the school context. The noise detectives trial was conducted in a school setting with the aim of better understanding the role of mobile resources as mediators within science and environmental learning activities. Over 80 children, aged between 10 and 12, completed an outdoor data-gathering activity, using a mobile learning prototype that included paper and software components. They measured and recorded noise levels in various locations throughout the school. We analysed the activity to determine how the components of the prototype were integrated into the learning activity, and to identify differences in behaviour that resulted from using these components. We present design implications that resulted from observed differences in prototype use and appropriation.