Mark Paxton

Can you see me now

We present a study of a mobile mixed reality game called Can You See Me Now? in which online players are chased through a virtual model of a city by ‘runners’ (professional performers equipped with GPS and WiFi technologies) who have to run through the actual city streets in order to catch the players. We present an ethnographic study of the game as it toured through two different cities and draws upon video recordings of online players, runners, technical support crew, and also on system logs of text communication. Our study reveals the diverse ways in which online players experienced the uncertainties inherent in GPS and WiFi, including being mostly unaware of them, but sometimes seeing them as problems, or treating the as a designed feature of the game, and even occasionally exploiting them within gameplay. In contrast, the runners and technical crew were fully aware of these uncertainties and continually battled against them through an ongoing and distributed process of orchestration. As a result, we encourage designers to deal with such uncertainties as a fundamental characteristic of location-based experiences rather than treating them as exceptions or bugs that might be ironed out in the future. We argue that designers should explicitly consider four potential states of being of a mobile participant: connected and tracked, connected but not tracked, tracked but not connected, and neither connected nor tracked. We then introduce five strategies that might be used to deal with uncertainty in these different states for different kinds of participant: remove it, hide it, manage it, reveal it, and exploit it. Finally, we present proposals for new orchestration interfaces that reveal the ‘seams’ in the underlying technical infrastructure by visualizing the recent performance of GPS and WiFi and predicting the likely future performance of GPS.

MobGeoSen: facilitating personal geosensor data collection and visualization using mobile phones

Mobile sensing and mapping applications are becoming more prevalent because sensing hardware is becoming more portable and more affordable. However, most of the hardware uses small numbers of fixed sensors that report and share multiple sets of environmental data which raises privacy concerns. Instead, these systems can be decentralized and managed by individuals in their public and private spaces. This paper describes a robust system called MobGeoSens which enables individuals to monitor their local environment (e.g. pollution and temperature) and their private spaces (e.g. activities and health) by using mobile phones in their day to day life. The MobGeoSen is a combination of software components that facilitates the phone’s internal sensing devices (e.g. microphone and camera) and external wireless sensors (e.g. data loggers and GPS receivers) for data collection. It also adds a new dimension of spatial localization to the data collection process and provides the user with both textual and spatial cartographic displays. While collecting the data, individuals can interactively add annotations and photos which are automatically added and integrated in the visualization file/log. This makes it easy to visualize the data, photos and annotations on a spatial and temporal visualization tool. In addition, the paper will present ways in which mobile phones can be used as noise sensors using an on-device microphone. Finally, we present our experiences with school children using the above mentioned system to measure their exposure to environmental pollution.

nQuire: Technological Support for Personal Inquiry Learning

This paper describes the development of nQuire, a software application to guide personal inquiry learning. nQuire provides teacher support for authoring, orchestrating, and monitoring inquiries as well as student support for carrying out, configuring, and reviewing inquiries. nQuire allows inquiries to be scripted and configured in various ways, so that personally relevant, rather than off-the-shelf inquiries, can be created and used by teachers and students. nQuire incorporates an approach to specifying learning flow that provides flexible access to current inquiry activities without precluding access to other activities for review and orientation. Dependencies between activities are automatically handled, ensuring decisions made by the student or teacher are propagated through the inquiry. nQuire can be used to support inquiry activities across individual, group, and class levels at different parts of the inquiry and offers a flexible, web-based approach that can incorporate different devices (smart phone, netbook, PC) and does not rely on constant connectivity.

Experiences of participatory sensing in the wild

We present two studies of participatory sensing in the wild, in which groups of young people used sensors to collect environmental data along with contextual information such as photographs and written observations. These studies reveal how participants focused their attention on key events of interest, providing detailed information over a background of less carefully gathered automatic readings. Participants responded to events in their surroundings, sudden changes in sensor data, and recorded details relevant to the process of gathering the data itself. Based on these studies a framework is described, highlighting the negotiation of five activities in the experiences; planning, testing, navigation, capture and reflection.

The SENSE project: a context-inclusive approach to studying environmental science within and across schools

This paper describes a project designed to provide children with a context-inclusive approach to collecting scientific data. The term context-inclusive refers to the collection of data which records the process of scientific data collection itself. We outline the design process carried out within two partner schools with the aim of engaging children in taking part in, and reflecting upon, the scientific process involved in collecting and analysing scientific data. We provided children with the ability to share and compare their data with children at their own and other schools. Our contextinclusive approach involved the design of tailored sensors and a bespoke interface displaying video data synchronised with environmental pollution data. Through evaluation of the data collection, analysis and sharing sessions, we describe how the context-inclusive approach impacts on childrens understanding of the scientific process. We focus on childrens discussion and reflection around understanding the constraints of measuring. We argue that the collection and presentation of contextual data engenders reflection on constraints, and may enable improved understanding of that process.

Understanding mass participatory pervasive computing systems for environmental campaigns

Abstract Participate was a 3-year collaboration between industry and academia to explore how mobile, Web and broadcast technologies could combine to deliver environmental campaigns. In a series of pilot projects, schools used mobile sensors to enhance science learning; visitors to an ecological attraction employed mobile phones to access and generate locative media; and the public played a mobile phone game that challenged their environmental behaviours. Key elements of these were carried forward into an integrated trial in which participants were assigned a series of environmental missions as part of an overarching narrative that was delivered across mobile, broadcast and Web platforms. These experiences use a three-layered structure for campaigns that draw on experts, local groups and the general public, who engage through a combination of playful characterisation and social networking.

The augurscope: refining its design

In this paper we explore the iterative design of the Augurscope, a mobile mixed reality device for open-air museum experiences. It allows a 3D virtual environment to be viewed as if overlaid on an outdoor physical environment. While exploring a heritage site, groups of visitors can experience simulated scenes from the past from a dynamic user-controlled viewpoint by moving, rotating, and tilting the device. The development focused on creating an interface to a visualization of a medieval castle as it used to appear in relation to its current, quite different site. We describe the development and application of the Augurscope through two iterative design stages. We discuss the issues revealed through public trials with the first prototype and how they informed the design of the Augurscope 2. The deployment of this second prototype then enables us to offer insights into what makes such a novel presentation device successful in an outdoor museum environment.

Bringing School Science to Life: Personalization, Contextualization and Reflection of Self-Collected Data

We investigate the use of mobile and sensor technologies for school science investigations, to bring about a more engaging and hands-on approach to science learning. We report early findings from two trials carried out within the participate project, where schoolchildren were given a range of off the shelf and newly developed technologies to carry out data collection and analysis tasks. Indications are that, not only are the tasks engaging for the pupils, but aspects such as personalization of data, contextual information, and reflection upon both the data and its collection, are important factors in obtaining and retaining their interest.

A laboratory of knowledge-making for personal inquiry learning

We describe nQuire, a constraint-based learning toolkit to support a continuity of inquiry based learning between classroom and non-formal settings. The paper proposes design requirements for personal inquiry learning environments that support learning of personally meaningful science topics with development of metacognitive understanding and self-regulation of the scientific process through situated practice. It introduces a generic implementable model of the inquiry process, and describes an instantiation in the nQuire learning environment. An example of the use of the toolkit for a Healthy Eating inquiry with 28 Year 9 students concludes with results of the trial, design issues and recommendations.