Companion Proceedings of the 7th Latin American Conference on ...
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Companion Proceedings of the 7th Latin American Conference on Human Computer Interaction (CLIHC 2015) November 18 – 21, 2015 Córdoba, Argentina http://isa.ixda.org/2015/CLIHC.html Luis-Felipe Rodríguez ITSON, México Renata Fortes University of Sao Paulo, Brazil
Transcript of Companion Proceedings of the 7th Latin American Conference on ...
Companion Proceedings of the 7th Latin American Conference on
Human Computer Interaction (CLIHC 2015)
November 18 – 21, 2015 Córdoba, Argentina
http://isa.ixda.org/2015/CLIHC.html
Luis-Felipe Rodríguez ITSON, México
Renata Fortes University of Sao Paulo, Brazil
Welcome
The Latin American Conference on Human Computer Interaction (CLIHC) aims to provide a premier forum that brings together the Latin American and international HCI research communities to discuss and exchange ideas, methods, approaches and techniques for designing interactive user experiences. This conference has its origin in Rio de Janeiro 2003 (Brazil), following editions in Cuernavaca 2005 (Mexico), Rio de Janeiro 2007 (Brazil), Merida 2009 (Mexico), Porto de Galinhas 2011 (Brazil), and Guanacaste 2013 (Costa Rica). In consonance with previous editions, we believe that in the field of HCI we must come to a technology that not only can be used and appreciated by as many people as possible, but that also promotes intercultural exchange and cooperation between people with different backgrounds and needs.
This year, CLIHC 2015 is organized jointly with Interaction South America (ISA 2015), the annual event that brings together the professional community in interaction and user experience design. Participants will have the unique opportunity to explore synergies and collaboration opportunities between the research and practitioners communities.
The HCI community in Latin American continues to grow. This year we have an engaging technical program due in great part to the high-quality submissions we received and the world-class technical program committee. Apart from the technical sessions involving full & short papers, we also have Graduate Colloquium, Student Design competition, and Poster Sessions. Support provided by SIGCHI has been instrumental to make CLIHC 2015 viable. We are grateful for the openness of SIGCHI's Executive Committee to approve funding for keynote speakers and students in the graduate colloquium and the design competition.
All in all, the program promises to be the best to date. This could not have happened without the hard work of the contributors that submitted original work and the program committee. We are grateful for their hard work.
Luis-Felipe Rodríguez & Renata Fortes
Technical Program Chairs, CLIHC 2015
Organizing Committee
General Chair J. Alfredo Sánchez - Universidad de las Américas Puebla (México)
Program Chairs Luis-Felipe Rodríguez, ITSON (México)
Renata Fortes, University of Sao Paulo (Brazil)
SIGCHI Latin America Community Officers J. Alfredo Sánchez, Chair
Cristiano Maciel, Research Vice-chair - UFMT (Brazil)
Posters Co-Chairs Vânia Paula de Almeida Neris, Brazil/UFSCar
Mario A. Moreno, Universidad de la Mixteca (México)
Doctoral Consortium Co-chairs Lucia Vilela Filgueiras, Brazil/USP
Luis A. Castro, ITSON (México)
Student Design Competition Co-chairs Sandra Murillo, México / UPAEP
André Pimenta Freire, Brazil/UFLA
Program Committee Alberto Raposo - Catholic University of Rio de Janeiro (Brazil) André Freire - Universidade Federal de Lavras (Brazil) Arnulfo Alanis Garza - Instituto Tecnologico de Tijuana (Mexico) Benjamin Weyers - RWTH Aachen (Germany) Christian Sturm - Hamm-Lippstadt University of Applied Sciences (Germany) Clarisse de Souza - PUC-Rio (Brazil) Clodis Boscarioli - UNIOESTE (Brazil) Cristiano Maciel - Universidade Federal de Mato Grosso (Brazil) Cuauhtemoc Rivera - Universidad Michoacana (Mexico) Eduardo Calvillo Gamez - City of San Luis Potosí (Mexico) Erick Lopez-Ornelas - UAM-Cuajimalpa (Mexico) Fatima Boujarwah - Kuwait University (Kuwait) J. Alfredo Sánchez - UDLAP (Mexico) Jaime Muñoz-Arteaga - Universidad Autónoma de Aguascalientes (Mexico) José Creissac Campos - Universidade do Minho (Portugal) José Antonio Pow-Sang - Pontificia Universidad Católica del Perú (Peru) José Antonio Macías Iglesias - Universidad Autónoma de Madrid (Spain) Leonel Vinicio Morales Díaz - Universidad Francisco Marroquín (Guatemala) Lorena Paz - UTN (Argentina) Lucia Filgueiras - Escola Politecnica da Universidade de São Paulo (Brazil) Luis Castro - Instituto Tecnologico de Sonora (Mexico) Marc Jansen - University of Applied Sciences Ruhr West (Germany) María Del Rosario Peralta Calvo - Universidad de la Cañada (Mexico) María Ines Laitano - Laboratoire Paragraphe, Université Paris 8 (France) Mario Alberto Moreno Rocha - Universidad Tecnológica de la Mixteca (Mexico) Miguel A. Garcia-Ruiz - Algoma University, Department of Computer Science and Mathematics (Canada) Monica Tentori - CICESE (Mexico) Omar Sosa Tzec - Indiana University (USA) Pedro César Santana Mancilla - Universidad de Colima (Mexico) Philippe Palanque - ICS-IRIT, University Toulouse 3 (France) Ramón René Palacio Cinco - ITSON (Mexico) Renata Fortes - ICMC/USP (Brazil) Rene F. Navarro - Universidad de Sonora (Mexico) Roberto Muñoz - Universidad de Valparaiso (Chile) Rocío Abascal-Mena - Universidad Autonoma Metropolitana - Cuajimalpa (Mexico) Sandra Nava-Muñoz - UASLP (Mexico) Sandra Murillo - UPAEP (Mexico) Simone Bacellar Leal Ferreira - UNIRIO (Brazil) Vania Neris - Universidade Federal de São Carlos (Brazil) Victor M. Gonzalez - Instituto Tecnológico Autónomo de México (Mexico) Yazmín Magallanes - UDLAP (Mexico)
Table of Contents Graduate Colloquium Papers
Formalizing the Process to Develop Usability Heuristics Daniela Quiñones, Cristian Rusu, César A. Collazos
Participatory Process of Development of Digital Educational Games in the School Context
Dyego Carlos S. de Morais, Taciana Pontual Falcão, Fernando da Fonseca de Souza
IntelliHome: A framework for the development of ambient assisted living applications based in low-cost technology
Carolina Valdez Gándara, Cristian García Bauza
A Model for In-situ Augmented Reality Creation Oriented to Storytelling Fernando Vera
Towards Improving Global Comprehension in Third Graders through a Serious Game
Laura S. Gaytán-Lugo, Sara C. Hernández, Miguel A. García-Ruíz
Student Design competition Papers
Águila o Sol: A Random Offences Payment System Liz Velia Martínez Robles, Aquino Velasco Osorio, Irving Adrián Mondragón Ramírez, Mario A. Moreno Rocha
SAMI: Mobile Interactive System for Learning (Sistema de Aprendizaje Móvil Interactivo)
Carlos Gerardo Prieto Álvarez, David Soto Ríos, José Simon Gómez León
“Los zapatos de Pedro”: Juego serio de impacto social sobre el tema de desigualdad en Latinoamérica
Irving Carvajal Rodríguez, Monserrat Rugerio Flores
Brado! Seja ouvido Kathleen P. Marcílio, Pedro I. C. Pinto, Jonas de A. Forte, Remerson P. de Carvalho, Inga F. Saboia
ESTELA: System of Humanitarian Aid to Migrants in Transit Carlos Martínez Sandoval, Cuauhtli Campos Mijangos, Alejandro González Jiménez, Anabel Herrera Soriano
Poster Papers
SAGA: El robot actuante Gloria A. Mendoza Franco, Alicia Sánchez, Minerva Hernández
Test de tareas con usuarios para e-book con tema especializado Mónica Forero Díaz, Paola Patricia Parra
Participatory design for accessible e-tourism: the case of people with visual impairments
María Inés Laitano
Foreword to the CLIHC 2015 Graduate Colloquium
The aim of the Graduate Colloquium at the Latin American Conference on Human Computer Interaction (CLIHC) is to offer students with the opportunity to share and discuss their work before experienced researchers in the area of Human Computer Interaction (HCI) and related disciplines (e.g., Psychology, Computer Science). Moreover, the Graduate Colloquium aims at promoting collaboration among graduate students across different universities in Latin America.
For some years, the Latin American Conference on Human Computer Interaction has been a forum in which researchers and students from all over Latin America present their works and share state-of-the-art knowledge with fellow researchers and students. This year, we are very pleased to be part of the organization of such an important event in the Latin American region. Without a doubt, these are the types of efforts that help in shaping our growing community.
The Latin America region is broad and diverse. For the graduate colloquium, the call for papers was designed to provide students with an international experience. We received contributions mainly from Mexico, Argentina, Chile, and Brazil from different areas within HCI. We received 9 submissions, from which 5 papers will be presented at the colloquium: 2 from Mexico, 1 from Chile, 1 from Brazil, and 1 from Argentina.
We are extraordinarily thankful to Interaction South America (ISA), IxDA Cordoba, and ACM SIGCHI, who provided financial support for the students attending the Graduate Colloquium. In particular, Interaction South America (ISA) and IxDA Cordoba also provided local support in the organization of the event.
We are looking forward to this exciting event. We have no doubts that this will be a thrilling conference, full of networking opportunities.
Luis A. Castro CLIHC’15 GC co-chair Instituto Tecnologico de Sonora (ITSON)
Lucia Vilela Filgueiras CLIHC’15 GC co-chair Brasil/USP
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Foreword to the CLIHC 2015 Student Design Competition
The aim of the Student Design Competition of the Latin American Conference on Human
Computer Interaction (CLIHC) is to provide an opportunity for students of Human-Computer
Interaction and related fields (e. g. Computer Science, Design, Psychology, Social Sciences, etc.)
to participate in a Latin American event through a practical activity, to create an exhibition space
of solutions to a problem socially relevant and to foster greater interaction between industry
representatives and students.
It is a pleasure for us to have organized the fourth edition of the Student Design
Competition at CLIHC, following three very successful competitions in 2009, 2011 and 2013.
This year, students were invited to design projects addressing “Interactive technologies for a social
impact in Latin America”.
The call for projects attracted proposals from a range of different countries in Latin
America including Argentina, Brazil, Chile, Colombia and México, with projects developed in
English, Portuguese and Spanish.
We received 20 proposals, of which five were classified to the finals, with an acceptance
rate of 25%, assuring a very good quality of the accepted proposals.
All projects were reviewed by at least two reviewers, considering their native language
and avoiding conflicts of interest. We obtained feedback from experienced reviewers from all
across Latin America and other invited experts from Europe. We would like to thank very much
all the reviewers who contributed to this process, acknowledged at the end of this foreword.
This year, we give a most special thanks to the ACM Special Interest Group in
Computer-Human Interaction for their support to the Student Design Competition. ACM SIGCHI
provided travel and accommodation funding for two students from each of the five classified
groups to the finals. ACM SIGCHI has also provided funding for the winner of the competition to
attend ACM CHI in 2016. This support from ACM SIGCHI has certainly been a great incentive
for the development of students and foster research in Human-Computer Interaction in Latin
America.
We are looking forward to a very exciting event at CLIHC 2015 and to the finals of the
Student Design Competition. A very special thank you to all those involved in the process, being
reviewers, authors, supervisors, and the program and organization committees of CLIHC 2015.
Sandra Murillo
CLIHC 2015 SDC Co-Chair
UPAEP, México
André Pimenta Freire
CLIHC 2015 SDC Co-Chair
UFLA, Brazil
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List of the CLIHC 2015 SDC reviewers:
- Alejandra Aldrette, Universidad Popular Autónoma del Estado de Puebla, México
- Alfredo Sanchez, Universidad de las Américas Puebla, México
- André de Lima Salgado, Universidade de São Paulo, Brazil
- André Pimenta Freire, Universidade Federal de Lavras, Brazil
- Daniela Gibertoni, Faculdade de Tecnologia de São Paulo, Brazil
- Didier Augusto Vega Oliveros, Universidade de São Paulo, Brazil
- Enrique Sanchez, Universidad Popular Autónoma del Estado de Puebla, México
- Erick Lopez-Ornelas, Universidad Autónoma Metropolitana, México
- Jorge Aguilar, Universidad Popular Autónoma del Estado de Puebla, México
- José Antonio Pow-Sang, Pontificia Universidad Católica del Perú, Peru
- Juliana Galvani Greghi, Universidade Federal de Lavras, Brazil
- Leonel Morales, Universidad Francisco Marroquín, Ingeniería Simple, Guatemala
- Leonardo Sandoval, University of York, United Kingdom
- Manuel Ortega, Universidad de Castilla-La Mancha, Spain
- María Del Rosario Peralta Calvo, Universidad de la Cañada, México
- Mario Alberto Moreno Rocha, Universidad Tecnológica de la Mixteca, México
- Rene F Navarro, Universidad de Sonora, México
- Roberto Muñoz, Universidad de Valparaíso, Chile
- Rocío Abascal-Mena, Universidad Autónoma Metropolitana, México
- Sandra Edith Nava Muñoz, Universidad Autónoma de San Luis Potosí, México
- Sandra Rocio Murillo Cano, Universidad Popular Autónoma del Estado de Puebla, México
- Simone Bacellar Leal Ferreira, Universidade Federal do Estado do Rio de Janeiro, Brazil
Formalizing the Process to Develop Usability Heuristics Daniela Quiñones
(PhD student) Pontificia Universidad Católica de
Valparaíso Valparaíso, Chile
Cristian Rusu (Supervisor)
Pontificia Universidad Católica de Valparaíso
Valparaíso, Chile
César A. Collazos (Co-supervisor)
Universidad del Cauca Popayán, Colombia
ccollazo@ unicauca.edu.co
ABSTRACT
Usability is an important element to consider in the development
of different software products. Because sets of generic usability
heuristics may not evaluate specific features of different
applications, several authors have developed new sets of usability
heuristics in order to evaluate the usability of these specific
applications. Many of these authors follow informal processes to
develop new heuristics, which can generate sets of usability
heuristics that do not evaluate effectively the usability. Therefore,
it is necessary to formalize the process to develop usability
heuristics. This doctoral proposal aims to formalize a
methodology for developing usability heuristics.
Keywords
Usability, Heuristic Evaluation, Usability Heuristics,
Methodology
1. INTRODUCTION Nowadays there are multiple methods that permit measuring the
degree of usability of interactive software products. The heuristic
evaluation is one of the most used methods which allow finding
more usability issues, in comparison to other methods [1]. A set
of evaluators judge the product interface in order to determine
whether or not it meets usability principles (heuristics) [2].
However, sets of generic usability heuristics may not evaluate
aspects or specific features of a software product. Therefore,
several authors have developed different sets of usability
heuristics in order to evaluate the usability in specific applications
[3], [4], [5], [6], [7], [8]. These new sets of heuristics should be
well designed, should help to assess the usability of the
applications that are oriented and should be useful and easy to use
for the evaluator.
Due to the growing need to have sets of usability heuristics to
evaluate the usability of applications with specific features, and
evaluate specific aspects not covered by sets of generic usability
heuristics, the following doctoral research questions arise:
How to develop usability heuristics?
Is it necessary to formalize the process of development of
usability heuristics?
How to validate that the new set of usability heuristics is an
effective instrument?
1.1 Objectives
1.1.1 General Objective Formalize a methodology to develop usability heuristics.
1.1.2 Specific Objectives 1. Collect the main concepts and foundations of usability and
usability heuristics.
2. Identify the existence of formal methodologies to develop
usability heuristics.
3. Formalize a methodology proposal for developing usability
heuristics.
4. Validate the methodology proposal for developing usability
heuristics through experiments, case studies and expert
opinion.
2. METHODOLOGY As research methodology, a qualitative approach will be followed.
This approach uses data collection to refine research questions in
the interpretation process. Qualitative research provides depth
data, dispersion, interpretative wealth, contextualization of the
environment, details and unique experiences. This type of
research is based on an inductive process where data collection
consists in to obtain the perspectives and point of views of the
participants (evaluators). Based on the approach and the research
type, probably the scope of the investigation will be correlational.
Regarding the research design, the steps and activities to be
performed are:
1. Systematic literature review.
2. Formalization of the methodology proposal to develop
usability heuristics.
3. Experimental validation of the methodology through:
3.1. Application of the methodology in the development of
specific usability heuristics.
3.2. Expert judgment.
3.3. Case studies.
4. Refining the methodology proposal based on the results
obtained in step 3.
3. STATUS OF RESEARCH The work corresponds to a doctoral research, with an expected
duration of three years. It is currently at an initial stage (first year
student). First was performed a literature review on the concepts
of usability [9], user experience [10], usability evaluation
methods [11], sets of usability heuristics, how different authors
design their new sets of usability heuristics, and based on the
above, was explored on existing methodologies for developing
usability heuristics [4], [12], [13], [14].
Several authors have developed new sets of specific usability
heuristics that have been validated [6], [7], [8], based on a
preliminary methodology proposed by Rusu and others [14]. The
methodology facilitated the heuristics’ design and specification, as
it establishes stages that support the developing process and allow
to formally specifying the heuristics, considering the appropriate
validations and refinements. However, certain deficiencies were
detected when applying this methodology, as deficiencies in
explaining stages and generate confusion on how to iterate and
how to apply it properly.
Therefore, the next step in the research is to perform a systematic
literature review, for later detail and improve the methodology
proposed by Rusu and others [14], and finally formalize and
validate it through several experiments and case studies.
As a result of this doctoral research it is expected to conclude with
the formalization of the process to develop usability heuristics.
For this, the intention is to formally establish a methodology for
developing usability heuristics, based on the methodology
proposed by Rusu and others [14], clearly specifying the stages
and iterations that can be performed, to be clear and accurate
guidance to formally specify and design usability heuristics to
evaluate the usability of a product or application.
4. RESEARCH CONTRIBUTIONS Usability is an important element to consider in the development
of a software product, this must allow users to achieve their
specific goals with effectiveness, efficiency and satisfaction in a
specified context of use [9]. In this regard, it is important to
evaluate the usability of different specific applications. Based on
the literature review, one may notice the growing interest in
developing new sets of usability heuristics that correctly assess the
usability of diverse applications.
Consequently, having a formal methodology for developing
usability heuristics allow both national and international
researchers follow a formal process to develop usability heuristics
that facilitate and support the specification of heuristics, their
validation and refinements, in order to design sets of usability
heuristics easy to use and understand by the evaluators, efficient
sets that allow find more usability problems in relation to other
sets, and sets that effectively evaluate the usability of the
applications that are oriented.
5. CONCLUSIONS Based on the literature review so far, it is possible to note that to
create new sets of heuristics for evaluate usability in application
with specific features; most authors do not use a formal
methodology to develop them. Mainly they follow an intuitive
process to formulate, from the existing heuristics; they create new
sets including aspects that are not covered by the other.
However, if the authors did not use a formal methodology to
develop their heuristics, and are based only on informal processes,
it is possible to establish a set of heuristics with some
shortcomings as ambiguous and unclear definitions; difficult to
understand or too large; sets of heuristics difficult to use or not
effectively evaluate the usability of the application to which they
are aimed. In summary, lack a formalization of the process to
develop usability heuristics.
Furthermore, the research group “UseCV” at the School of
Informatics Engineering of the Pontifical Catholic University of
Valparaíso, Chile, has experience in developing usability
heuristics for many categories of applications, which provides a
good basis for the development of doctoral research proposed.
In addition, a methodology to develop usability heuristics would
have a potential applicability in the development of other
verification instruments quality attributes (e.g. security guidelines)
that require an instrument of heuristics type or guidelines.
6. REFERENCES [1] Hartson, H., and Andre, T. 2003. Criteria for Evaluating
Usability Evaluation Methods. In International Journal of
Human-Computer Interaction, 373-410.
[2] Scholtz, J. 2004. Usability Evaluation. In National Institute
of Standards and Technology, 2004.
[3] Alsumait, A. 2010. Usability Heuristics Evaluation for Child
Elearning Applications. In Journal of Software, 654-661.
[4] Andreu-Vall, M. and Marcos, M. 2012. Evaluación de sitios
web multilingües: metodología y herramienta heurística. In
El profesional de la información, 254-260.
[5] Kuparinen, L., Silvennoinen, J. and Isomäki, H. 2013.
Introducing Usability Heuristics for Mobile Map
Applications. In Proceedings of the 26th International
Cartographic Conference.
[6] Inostroza, R., Rusu, C., Roncagliolo, S., Jimenez, C. and
Rusu, C. 2012. Usability Heuristics for Touchscreen-based
Mobile Devices. In Proceedings ITNG 2012, IEEE
Computer Society Press, 662-667.
[7] Solano, A., Rusu, C., Collazos, C. and Arciniegas, J. 2013.
Evaluating interactive digital television applications through
usability heuristics. In Ingeniare, Revista chilena de
ingeniería, 16-29.
[8] Díaz, J., Rusu, C., Pow-Sang, J. and Roncagliolo, S. 2013. A
Cultural – Oriented Usability Heuristics Proposal. In
Proceedings of the 2013 Chilean Conference on Human -
Computer Interaction (ChileCHI '13), 82-87.
[9] ISO 9241-11. 1998. Ergonomic requirements for office work
with visual display terminals (VDT's), in Part 11: Guidance
on Usability, International Organization for Standardization.
[10] ISO 9241-210. 2010. Ergonomics of human-system
interaction - Part 210: Human-centred design for interactive
systems. International Organization for Standardization.
[11] Nielsen, J. 1994. Usability inspection methods. In Conf.
Human factors in computing systems, Boston.
[12] Al-Razgan, M., Al-Khalifa H. and Al-Shahrani, M. 2014.
Heuristics for Evaluating the Usability of Mobile Launchers
for Elderly People. In Design, User Experience, and
Usability. Theories, Methods, and Tools for Designing the
User Experience, 415-424.
[13] Lechner,B., Fruhling, A., Petter, S. and Siy, H. 2013. The
Chicken and the Pig: User Involvement in Developing
Usability Heuristics. In Proceedings of the Nineteenth
Americas Conference on Information Systems.
[14] Rusu, C., Roncagliolo, S., Rusu V. and Collazos, C. 2011. A
methodology to establish usability heuristics. In Proceedings
ACHI2011: The Fourth International Conference on
Advances in Computer-Human Interactions, 59-62.
Participatory Process of Development of Digital Educational Games in the School Context
Dyego Carlos S. de Morais Centro de Informática – UFPE (CIN)
Recife-PE – Brazil [email protected]
Taciana Pontual Falcão Departamento de Estatística e
Informática – UFRPE Recife-PE - Brazil
Fernando da Fonseca de Souza
Centro de Informática – UFPE Recife-PE – Brazil
ABSTRACT Ideally, the motivation of digital natives when interacting with curricula in formal education and with digital media in out-of-school settings should be similar. Linked to this is the growing need in contemporary society to develop skills related to computational thinking. This research proposes to integrate computational thinking in school contexts taking a constructionist approach where students develop digital games through participatory methodologies, aiming to enable more autonomous, collaborative and fun learning.
Categories and Subject Descriptors H.5.m. Information interfaces and presentation: Miscellaneous.
General Terms Design, Human Factors.
Keywords Games in Education, Participatory Design, End-User Programming, Computational Thinking.
1. INTRODUCTION Innovative projects in computer science education and related fields endeavor to introduce in high school not only the use of games for learning, but mainly the skills associated with the development of digital games. In particular, the concept of computational thinking can be promoted with the aid of visual programming languages [1].
Participatory methodologies can be used in development processes of educational digital games, promoting computational thinking as well as learning of curricular contents [2]. However, in this kind of project, new challenges are observed, specifically related to the definition of a process to guide learners through development. It is extremely important that students are able and encouraged to reflect on their actions and opine on improvements of the process of which themselves must be protagonists.
This research investigates participatory processes for the development of digital games by end users, in the school environment. It was motivated by the participation of the first author in a project on Development of Educational Sustainable Multimedia (DEMULTS) [2], where students develop educational digital games through participatory methodologies. During this project, students’ autonomy to reformulate the process they were following was observed [3].
Thus, we felt the need to propose a process that specifically supports participatory development of digital games in the school environment. Field research is near completion: class observations were performed and interviews are being made in two contexts: a high school's technical program (NAVE), with specialization on
development of digital games; and the high school where the DEMULTS project was undertaken. The school that belongs to the NAVE program has a well-defined teaching-learning process of game development, but not necessarily participatory. On the other hand, DEMULTS proposes a participatory process, but without a solid foundation of game development processes. The process to be proposed in our research aims to fill this gap by integrating formal concepts of game development with participatory methodologies.
2. OBJECTIVES 2.1 General Objective The research aims to define a participatory process for digital games development in high schools, merging fun, collaboration and problem solving, and promoting concepts of computational thinking within an innovative educational paradigm.
2.2 Specific Objectives The specific objectives of this research are: (i) to understand participatory processes of development of digital games in high school in order to become familiar with the context, identify strengths and weaknesses and turn them into opportunities for our work; (ii) identify and analyze communication and collaboration artifacts used in the contexts observed; (iii) evaluate the participatory process of game development proposed, including suggested artifacts.
3. RELATED WORK Recently, driven by the demands of contemporary society, the American Computer Science Teachers Association (CSTA) recommended the introduction of computational thinking in basic education [4]. Following this recommendation, initiatives have emerged in Brazil such as use of visual programming languages like Scratch [5] and creation of applications for Android devices by students using visual programming with App Inventor [6]. Some works follow the constructionist paradigm [7] for introducing digital games in schools [8], while others bring valuable insights about artifacts used in digital game development processes in professional contexts [9] [10].
Participatory methodologies arise as alternatives to encourage autonomy through active student participation in developing technologies. Druin [11] classifies the possible roles of children in Participatory Design (PD) processes as user, tester, informant or design partner. As design partners, children can have the opportunity to contribute with ideas, establishing a collaborative relationship with adults and corroborating for mutual learning. In addition, other projects have studied PD with teenagers [12], [13].
Additionally or as an offshoot of PD, comes an End-User Programming (EUP) precursor discussion: which processes and tools can allow non-programmers to actively participate in the
creation of applications? In particular, a question arises in this research: which process can be applied to the development of educational digital games so that students can create, expand and modify them?
As constructionist practices of this kind - using participatory methodologies linked to computational thinking for the development of digital games - are an innovative approach for the construction of knowledge in schools, some technical and pedagogical challenges arise to be addressed in this research: (i) ensuring the active participation and collaboration between students in building the game development process; and (ii) defining artifacts for communication and documentation which are adequate for the school context.
4. METHOD This master degree research (second year) adopts a qualitative approach and consists of the following three phases.
Phase 1: Literature review (nearly throughout the entire research period). It started with computational thinking and digital games in education, followed by an analysis of studies on participatory methodologies in the school context.
Phase 2: Field research in schools. We contacted a school with an integrated technical course on game development. Ten hours of class and school observations and four semi-structured interviews with two pairs of students and two programming teachers were performed, in order to extract information about the game development process, such as: documentation artifacts/team communication; use of participatory methodology; and motivation. Currently, observations and interviews in the school where the DEMULTS projects ran are in progress, in order to collect information related to game development in the traditional high school setting. Interviews are recorded in audio and observations are recorded through field notes. All interviews will be transcribed for analysis.
Phase 3: Elaboration and evaluation of a participatory process for digital game development in schools. Additionally, differences and similarities between game development processes and artifacts in the context of adolescent students and the professional context will be discussed. This analysis will compare data collected in schools to the literature on professional game development in the market [9] [10]. The proposed process will be partly validated jointly with a new instance of DEMULTS.
5. EXPECTED RESULTS With this research, we aim to contribute to enable projects that use participatory approaches for game development to promote autonomous, responsive, motivated and fun learning strategies, more adequate for the way digital natives learn. We expect to encourage students' reflection and autonomy for suggesting improvements to the development process. The long-term objective is to contribute for the integration of computational thinking in high schools through the definition of an effective and innovative educational process involving digital games development, in a context of fun, collaboration and problem solving.
6. REFERENCES [1] Cuny, J., Snyder, L. and Wing, J. M. (2010). Demystifying
Computational Thinking for Non-Computer Scientists, Unpublished manuscript.
[2] Morais, D., Gomes, T., Peres, F. (2012). Desenvolvimento de jogos educacionais pelo usuário final: uma abordagem além do design participativo. In: Proceedings of the 11th Brazilian Symposium on Human Factors in Computing Systems-IHC'12.
[3] Morais, D., Gomes, T., Oliveira, G., Peres, F. (2014). Teoria da Atividade para Entendimento de Práticas Humanas no Desenvolvimento Participativo de Jogos. Em: Anais da XIX Conferência Internacional sobre Informática na Educação.
[4] CSTA - Computer Science Teacher Association. (2011) “CSTA K-12 Computer Science Standards”, CSTA Standards Task Force, ACM.
[5] Aureliano, V. C. O., Tedesco, P. C. A. R. (2012). Avaliando o uso do Scratch como abordagem alternativa para o processo de ensino-aprendizagem de programação, Em: Anais do XX Workshop sobre Educação em Computação - WEI, Curitiba, Paraná.
[6] Gomes, T. S. G., Melo, J. C. B. de (2013). App Inventor for Android: Uma Nova Possibilidade para o Ensino de Lógica de Programação, Em: Anais do Congresso Brasileiro de Informática na Educação - CBIE, Campinas, São Paulo.
[7] Harel, I. E., Papert, S. E. (1991). Constructionism. Ablex Publishing.
[8] Marinho, F. C. V., Giannella, T. R., Struchiner, M. (2011). Estudantes do Ensino Básico Como Desenvolvedores de Jogos Digitais: Contextos Autênticos de Aprendizagem para Educação em Ciências e Matemática. Em: VIII Encontro Nacional de Pesquisa em Educação em Ciências, Campinas,São Paulo.
[9] Machado, T. L. D. A. e Ramalho, G. L. O. (2013). Game live logs: uma plataforma de conversação para atenuar conflitos no desenvolvimento de games. Dissertação de Mestrado, Centro de Informática - UFPE, Recife, Pernambuco.
[10] Callele, D., Neufeld, E. and Schneider, K. (2005). Requirements Engineering and the Creative Process in the Video Game Industry, In: Proceedings of the 13th IEEE International Conference on Requirements Engineering - RE '05, IEEE Computer Society, Washington, USA, p. 240-252.
[11] Druin, A. (1999). Cooperative inquiry: Developing new technologies for children with children. In Proceedings of ACM CHI 99 Conference on Human Factors in Computing Systems, 223-230.
[12] Hansen, E. I. K., & Iversen, O. S. (2013). You are the real experts!: Studying teenagers' motivation in participatory design. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 328-331). ACM.
[13] Danielsson, K. & Wiberg, C. 2006, Participatory design of learning media: Designing educational computer games with and for teenagers, Interactive Technology and Smart Education, no. 4, vol. 3, pp. 275.
IntelliHome: A framework for the development of ambient
assisted living applications based in low-cost technology.Carolina Valdez Gándara
PLADEMA, UNCPBA Paraje Arroyo Seco S/N
Campus Universitario, Tandil +54 249 438-5690
Cristian García Bauza PLADEMA, CONICET, UNCPBA
Paraje Arroyo Seco S/N Campus Universitario, Tandil
+54 249 438-5690
1. INTRODUCTION According to the World Health Organization, about 15% of the
world population lives with sensorial, mental or physical
disability. This number represents the largest minority of the
world and this group face discrimination situations every day. For
these people, most of the everyday tasks, such as turning on or off
a light are hard to perform and sometimes they need the assistance
of someone else to perform it by their stead. A possible solution
for them is having a system that can assist them.
Smart environments have been mainly seen in science fiction
movies, where the characters execute actions using natural
language, as if they would be having a conversation with their
computers. Nevertheless, there are not many studies that combine
automated systems with computational assistance and, even
though there are applications based in voice recognition
interaction or gestures, not many of them combine these two
modalities.
Nowadays, most of the domotics based systems are expensive and
they provide assistance via a central panel, usually installed in a
fixed position of the house. In addition, one of the biggest
problems found in this field is the lack of a standard.
A few years ago, Nintendo and Microsoft created the systems Wii
and Kinect respectively, that are starting to be used in AAL
communities, because of their low cost, availability in the market,
sensing quality and Frameworks that the companies provide.
Having this in mind, we have developed IntelliHome, an AAL
framework to help developers to build interactive applications that
can additionally automate different daily tasks in a house and
assist people in real time, giving them the possibility of being
their own remote control to interact with electronic devices and
light systems using simple body gestures and voice commands.
The main goal of this project is to be reachable to all those who
need it. To achieve this, we decided to use low cost devices
available in the market such as the Kinect Sensor, the Leap
Motion sensor (from Leap Motion), the MYO armband (from
Thalmic Labs), an Arduino Mega 2560 board and some basic
electronic components.
2. RELATED WORK The voice/speech is a natural form of communication and suits
perfectly for users with severe motor limitations. Nowadays this
interface is used in smart wheelchairs [1] or in the field of
education and compute based learning [2].
Speech technologies can help most people with disabilities to
overcome their handicap to some extent, giving practical
contribution to their equality and inclusion into the society and
everyday life [3].
Smart environments present two challenges, first the several
different sensors available in the market can increase the costs of a
project. In this cases, it is useful to have a virtual environment that
simulates the proposed system [4]. The second challenge is
related to how the information is presented to the users, as today
there are many devices to interact with smart appliances such as
smartphones, tablets, smartwatches among others. This need of an
overall interaction experience can be solved using frameworks for
the development of multimodal user interfaces [5].
There are also simpler developments with great potential that
require a minor economic investment, such as the smart
environment that recognizes users through a keychain. This
system interacts with the user via chat messages, recommending
TV shows of the user's interests. The user interacts via chat,
gestures or voice commands that are recognized by a sensor [6].
3. RESEARCH QUESTIONS/OBJECTIVES As shown in figure 1, the system is in essence a network of
sensors and actuators, used to capture and execute the user's
needs.
Figure 1 - IntelliHome sensors and actuators network.
Our next challenge is to integrate in this network all those devices
that can be controlled via WiFi and have more than 2 states (on
and off), such as smart TVs.
At the moment, our application to validate the framework controls
only 2 states devices, using as prototype an electronic interface
based in an Arduino board. This prototype has 2 plugs where the
users can connect 220v devices to turn them on and off. Our next
goal is to remove the wiring and build smart plugs that can be
activated via Wi-Fi.
Regarding to the research questions, we would like to know what
is the impact in the quality of life of people with disability with
the use of our system, as well as what are the metrics needed to
analyze the usability in an accessible smart environment. Finally,
our biggest question is how can we take this technology to the
society as a massive tool to help people with disabilities or
elderly.
4. METHODOLOGY As we mentioned before, in the domotics field there is a lack of
standards. In IntelliHome is possible to combine different sensors
to interact with the users. The general solution uses a combination
of Kinect, Leap Motion, Myo armband and a Windows 8 tablet to
execute different tasks in a diverse set of domestic devices or
electric systems. All the messages received from the different
devices are processed and standardized using the format
established in the OSC Protocol [20], a standard frequently used
to transmit MIDI data in a network. This protocol has been
selected during our work with the speech recognition and every
message contains:
• a unique ID of the task to execute in the environment,
• the type of interaction used to fire it (gesture, voice,
remote control)
• the accuracy (used only in the interaction via voice
commands)
• the name of the action to perform in the environment.
Our system recognizes voice commands with the Kinect sensor
and body gestures with the Kinect, Leap Motion and MYO
sensors. When a gesture or voice command is recognized, the
IntelliHome software analyzes and process the data obtained from
the sensors creating the OSC Message. Then, this message is sent
to a client that runs in the same central computer where the
sensors are plugged in. The client sends via Serial Port the next
action to perform in a specific domestic device. As mentioned
before, every OSC message contains a unique ID. In our system,
we use this ID to match the command with the actions to perform
in the plugged in devices. Following this logic, IntelliHome sends
the Arduino microcontroller the ID of the message, writing a high
or low pulse in one or more inputs of the board. Two of this
inputs are connected to two relays that are also connected to the
plugs of the electric interface manager. When any of these inputs
receives a high pulse, the relay will activate the energy passage.
On the contrary, when the input receives a low pulse, the relay
denies the energy passage, turning off the device connected to its
related plug in the electric interface manager. The Figure 2 shows
an image of this interface.
Figure 2 - Frontal and internal view of the electric interface view.
5. STATUS OF RESEARCH This project has been under research and development for the last
2 years. It started as degree thesis and now it continues as a thesis
of a 1st year master student. Currently, we are working in the
metrics to validate the usability with users with disability and in a
web and mobile interface to access to the system via web services.
We currently work in the development of other assistive software.
Specially in communicational tools for people with severe
mobility difficulties. In order to give more autonomy to people
with disability in their houses, we have integrated a swipe
keyboard with IntelliHome. This functionality has been tested by
a person with brain palsy, limited mobility and speech abilities.
This test provided us with valuable information about the person
context, needs and abilities. This feedback has been applied in
IntelliHome and taken in count to understand the needs from
another point of view.
Our research based in technology applied to disability in smart
environments has been accepted in CLIHC 2015.
Also, we are giving the opportunity to undergraduate students of
systems engineering to collaborate with this project to give them
an overview in the HCI and NUI field.
6. EXPECTED RESULTS In this document we have given an overview of our work. As
results we expect to have a multi interaction sensor that allow
developers to build AAL applications using different manners of
interaction among NUI and HCI. The aim of this project is to be
implanted in houses and offices of people with disabilities to
reduce the differences, promote the social inclusion and increase
their quality of life. Lastly, as a second intention, with our work
we expect to encourage other scientists and students to work in
the accessible software area, to use their acknowledges to help
others.
7. REFERENCES [1] Anastasiou D., Jian C., Zhekova D. 2012. Speech and
Gesture Interaction in an Ambient Assisted Living Lab.
Proceedings of the 1st Workshop on Speech and Multimodal Interaction in Assistive Environments, 18 – 27 (Jeju, Republic of Korea, July 8-14, 2012).
[2] Shrawankar U., Thakare V. 2010. Speech User Interface for
Computer Based Education System. Proceedings of the 2010 International Conference on Signal and ImageProcessing, 148 - 152, IEEE, DOI:
10.1109/ICSIP.2010.5697459.
[3] Delić, V., Sečujski, M., Bojanić, M., Knežević, D.,
Vujnović Sedlar, N., Mak, R. 2013. Aids for the Disabled
Based on Speech Technologies - Case Study for the Serbian
Language. 11th International Conference ETAI (Ohrid,
Macedonia., September 26-28, 2011) E2-1.1-4. ISBN 978-
9989-630-68-2.
[4] Blumendorf M., Albayrak S. 2009.Towards a Framework for
the Development of Adaptive Multimodal User Interfaces for
Ambient Assisted Living Environments. Universal Access in
Human-Computer Interaction. Intelligent and Ubiquitous
Interaction Environments Lecture Notes in Computer Science
5615, 2009, 150-159.
[5] Silva J., Campos J., Harrison M. 2014. Prototyping and
Analysing Ubiquitous Computing Environments using Multiple
Layers. International Journal of Human-Computer Studies 72,
Issue 5, 488–506.
[6] Sassi H., Rouillard J. 2012. Proactive Assistance Within
Ambient Environment Towards intelligent agent server that
anticipate and provide users' needs. Proceedings of the First International Conference on Intelligent Systems and Applications, INTELLI 2012, (Chamonix, France, April 29
- May 4, 2012). IARIA, 60 - 65. ISBN: 978-1-61208-224-0
A Model for In-situ Augmented Reality Creation Oriented to Storytelling
Fernando Vera Laboratory of Interactive and Cooperative Technologies
Universidad de las Américas Puebla Cholula, Puebla, México
ABSTRACT Augmented Reality (AR) is a technology with the potential to
improve the user experience in varied contexts. This paper presents
SituAR, a model designed to facilitate the creation of AR content
by end users. Our approach on AR content creation is based on
storytelling techniques around the notion of points of interest
(POIs) in smart cities. We report on preliminary work such as
annotations techniques, a taxonomy of the main components of
augmented reality and a qualitative user study in order to analyze
their interaction with objects of interest in POIs. Ultimately,
SituAR is aimed to produce an engaging platform for promoting
cultural heritage through interactive stories added to POIs by end
users.
Keywords: Augmented Reality, Point of Interest, Storytelling,
User Experience.
1. INTRODUCTION Augmented Reality is an area of research that aims to enhance the
real world by overlaying digital information on top of it. AR
applications enrich the perception of the context and it is a new way
to interact with information. Augmented reality can help to supply
information in a context with limited information and enhance user
experience. By adding a layer of information upon reality,
commercial and research applications are capable of displaying.
The creation of augmented reality content can potentiate the
integration of social media. The user could create in-situ points of
interest, add new information to the real world from their
experience and share it with other people. The user would stop to
be a consumer and would become a prosumer. A relevant
application of AR is related with its social use. By combining social
networks and AR interfaces, there is a potential to satisfy user needs
to find people and share experiences and information with friends.
In order to give added value to content, situAR, a model to create
AR with multimedia elements, it will include transmedia
storytelling in which the user is more involved in the interaction
and contributing to the point of interest by creating a story that can
evolve and other users can contribute to it. The purpose of the
narrative is to achieve a more detailed content, therefore, end users
such as experts, visitors, and managers of cultural sites can add the
components of the story, the characters, multimedia elements, and
gamification mechanics. Transmedia narratives are characterized
by the active role for the user to expand the original story.
It is noteworthy that a user who wants to interact with this content
in a given context can have a more immersive experience through
games, trivia and role selection in order to have a better
appreciation and a different perspective of the POI they are visiting.
In historical places, the creation of stories with augmented reality
and the social media elements are important, that is, the user can
share their experience, giving their opinions and describing points
of interest. In this sense, we are exploring new ways of interaction.
One of the objectives is the dissemination and preservation of
cultural heritage, by encouraging the visitors in historic places,
where they use situAR and have a better understanding about the
context and the surroundings.
2. RELATED WORK Our approach with AR is based on points of interest (POI’s). One
of the main concerns is how to represent the information with tags.
In [1] floating labels using GPS coordinates are described as one of
the most frequently techniques used. We can also use geolocation
and markers, the first one use the GPS of the mobile device and the
marker identifies a space that display the content in real time [7].
The use of these markers is supported by platforms such as
Wikitude, Layar, Junaio, Vuforia and ARtoolkit, and are useful to
prototype augmented reality [8].
Recently there have been projects that merge augmented reality
with social media, which is called AR 2.0 [4], and is considered as
a trend because the impact of social media. There are devices that
enable to deploy AR, such as Google Glasses. But mobile devices
such as smartphones and tablets are more popular tools to use and
experiment with augmented reality applications [3].
Langlotz et al. introduce the concept of augmented reality 2.0, it
which refers to a trend of making users content creators and not
only consumers, one of the main characteristics of the Web 2.0 [6].
FitzGerald created user generated content (UGC) for location-
based learning, where users actively create content and publish it
on the web and location awareness [2]. In order to engage users to
create quality content that add value to situAR, we propose
transmedia storytelling, which is a new way of telling stories across
multiple platforms creating an immersive experience for the
viewer. The purpose being to not only reach a wider audience by
expanding the target market, but to expand the narrative itself [9].
In transmedia storytelling, engagement with each successive media
heightens the audience’ understanding, enjoyment and affection for
the story [10]. Coordinated storytelling across multiple platforms
offers users a new, more compelling perspective of the characters
use [5]. To the storytelling is added a level of participation,
interaction and collaboration of the audience [10]. There are
commercial applications with augmented reality related to POIs
such as Layar, Here City Lens, Yelp Monocle, and Wikitude, which
allow users to visualize information related with POIs and upload
images or create comments, but users cannot create annotations in
the real world. Therefore, users are not able to create stories.
Annotation is a technique that associates information with places,
objects or people. Hansen created a taxonomy for all kinds of
system annotations [4]. He described four main challenges for
ubiquitous annotation: Anchoring, describes the linkage between
physical entities and information; structure, describes the object
relationship; presentation, describes the type of information that is
presented and especially how it is presented in relation to the
physical entities; and editing, describes how the annotation is edited
or authored.
The PhD project is focused on Hansen approach on presenting
annotations where the user and object are co-located. The
annotations created by the end user are deployed on the physical
object using AR technology.
3. RESEARCH OBJECTIVE Advance knowledge in understanding of AR by proposing a model
in order to generate in-situ AR content. Moreover, situAR is
focused on the exploration of storytelling elements to provide the
user the tools to share their experience. Therefore, users can
become prosumers by creating transmedia storytelling in varied
contexts with multimedia elements.
4. METHODOLOGY
The development of this work is tentatively divided into five stages.
Figure 1 illustrates the sequence of phases that will be followed
during this research:
Figure 1. Research methodology.
5. RESEARCH PROGRESS After reviewing the augmented reality state of the art, we propose
a taxonomy. This taxonomy is based on four categories:
technologies, interaction, development tools and applications.
Technology includes the devices to deploy augmented reality as
well as the mechanisms that make this possible. The interaction
with this technology involves many challenges in the design of user
interfaces and user experience, as well as human factors, such as
social acceptance. Augmented reality development tools are focus
on programmers and people without programming skills; Finally,
the existence of mobile applications and web-based for AR content
creation are used in different areas, such as education, marketing,
automotive, games and tourism, as the main ones.
After the literature review, we explored the context based on user
experience. A qualitative study was conducted in order to learn user
perception in augmented reality contexts. The purpose of the
context exploration was to understand the characteristics and the
problems that users have in points of interest and their perception
of the acceptance of technologies like mobile device and AR.
SituAR consists of 5 major components for the creation and
visualization of Augmented Reality content:
Figure 2. SituAR components.
• Multimedia component. Multimedia elements are the core of the
SituAR content creation. It allows the user to create or upload text,
audio, video, pictures and games (trivia, did you know?). For
example, if a visitor goes to a point of interest, the platform deploy
in augmented reality all the multimedia content nearby and interact
with it.
• Social network component. SituAR allows the user to share,
rank and comment AR annotations. The social media is also used
to filter the information leaving only the quality content.
• 3D toolbox component. The 3D toolbox merge the multimedia
elements and it is the tool to create 3D models.
• Maps component. The UGC will be deploy in a map where the
AR annotations can be visualized. This component can be used as
content filtering. It will allow the user to search information by
keywords, date, ranking, type of content, among others.
• Transmedia storytelling component. The transmedia
storytelling will include gamification mechanics. This allow the
user to create stories using AR annotations created by other users
of SituAR. The idea is to create quality stories that will give more
information in a specific context.
6. EXPECTED RESULTS The creation of augmented reality content by the end user can
promote the integration of social media. Users could create new
stories in POI’s, add new information to the real world from their
experience and share it with other people. Also, users can stop
being mere consumer and can become prosumers. They can design
new experiences for other users with gamification mechanics in
order to engage people. Augmented reality would thus have greater
social acceptance. Storytelling allows users to participate in an
active way when they interact with POI’s.
7. CONCLUSIONS AR applications focus mainly on the visualization of information.
In order to interact with new content, the user must wait for updates.
There are desktop applications that allow users without
programming skills to create augmented reality content, however,
the user is limited by the options of the platform. Therefore, there
is a need to give the user the on the AR authoring and build stories
to enhance the context. The transmedia storytelling component
allows the use of different kind of multimedia elements in the
storyline which means the user could interact with different
elements through the story and learn more about the point of
interest. SituAR contributes in the active participation of the user
in the merge of AR, social media, gamification, multimedia and
storytelling to promote cultural heritage.
REFERENCES [1] Choi, J., Jang, B. and Kim, G. J. 2011. Organizing and presenting
geospatial tags in location-based augmented reality. Personal and
Ubiquitous Computing, vol. 15, no. 6, pp. 641–647.
[2] FitzGerald, E. 2012. Creating user-generated content for location-based learning: an authoring framework. Journal of Computer Assisted
Learning.
[3] Gervautz, M. and Schmalstieg, D. 2012. Anywhere Interfaces Using Handheld Augmented Reality. Computer, pp. 26–31.
[4] Hansen., F.A. 2006. Ubiquitous annotation systems. In proceedings of
seventh conference on hypertext and hypermedia, HYPERTEXT ’06 page 121, New York, New York, USA. ACM Press.
[5] Jenkins, H. (2014). Transmedia Storytelling and Entertainment: An
annotated syllabus in Continuum: Journal of Media & Cultural Studies, 24, 6. Communication & Mass Media Complete, EBSCOhost, viewed,
26, 943-958.
[6] Langlotz, T., Mooslechner, S., Zollmann, S., Degendorfer, C.,
Reitmayr, G. & Schmalstieg, D. 2012. Sketching up the world: in situ
authoring for mobile augmented reality. Personal and ubiquitous
computing, 16(6), 623-630. [7] Madden, L. 2011. Professional augmented reality browsers for
smartphones: programming for junaio, layar and wikitude. John Wiley
& Sons. [8] Mullen, T. 2011. Prototyping augmented reality. John Wiley & Sons.
[9] Phillips, A. (2012). A creator's guide to transmedia storytelling: How
to captivate and engage gradaudiences across multiple platforms. McGraw Hill Professional.
[10] Pratten, R. (2012). Transmedia Storytelling: Getting Started. Workbook
Project. [11] Schmalstieg, D., Langlotz, T. & Billinghurst, M. 2011. Augmented
Reality 2.0. In Virtual Realities (pp. 13-37). Springer Vienna.
Reviewof the
literature
Case study
Identification of support scenarios
Prototype design and
implementation
Prototype evaluation
and analysis of
results
Towards Improving Global Comprehension in Third Graders through a Serious Game
Laura S. Gaytán-Lugo Universidad de Guadalajara
Periférico Nte 799 L304 45100 Zapopan, Jalisco, México
+52 (33) 3770 3430 [email protected]
Sara C. Hernández Universidad de Guadalajara
Periférico Nte 799 L205 45100 Zapopan, Jalisco, México
+52 (33) 3770 3430 [email protected]
Miguel A. García-Ruíz Algoma University
1520 Queen St E P6A 2G4 Sault Ste. Marie, ON, Canadá
+1 (705) 9392 301 [email protected]
ABSTRACT Reading difficulties have important implications for emotional and academic development of children. Evidence shows that Mexico has a huge problem regarding reading comprehension in elementary school students. One of my PhD thesis goals is to support improvement of global comprehension (GC), which is a third grade’s reading comprehension skill they need to acquire through a serious game (SG).
Categories and Subject Descriptors K [Computing Milieux]: K.3 Computers and Education; K.3.2 Computer and Information Science Education; H [Information Systems]: H.5 Information Interfaces and Presentations; H.5.2 User Interfaces - User-centered design.
General Terms Design, Human Factors.
Keywords Reading comprehension, global comprehension, serious games, third graders.
1. INTRODUCTION The ability to read is a basic requirement for the social and economic demands in today’s society. Proficiency in reading literacy is not only one of the principal goals of schooling, but is also one of the main means of learning [1].
The way we read depends on the context and our goals. Reading for general comprehension is reading’s most common purpose, and it is the default assumption for the term reading comprehension [2-3]. Reading comprehension goes beyond decoding text meaning, but also the construction of meaning that results from the interaction of the reader with text [4].
Children at the age of 8 start suffering from a lack of reading comprehension skills[5], therefore, in order to prevent or correct such problem, we decided to work with third graders.
Video games represent an opportunity to support of reading comprehension. On one hand, evidence shows that video games
encourage the acquisition of cognitive skills improving comprehension of players [6]. On the other hand, video games are already part of Mexico’s popular culture [7].
Nowadays, serious games (SG), a genre of video games for serious purposes, are receiving interest from researchers and the game industry due to their advantages [8]. SG use pedagogical methods to infuse instruction into the game play experience and they are by nature suited to engage the learner and encourage active construction of learning and development skills [9].
According to the above, we are proposing to develop and use SG to improve global comprehension in third graders.
2. PROBLEM STATEMENT Mexico has a very important problem regarding reading comprehension. The Organisation for Economic Cooperation and Development (OECD) estimates that Mexico would need 65 years to reach the current OECD’s average in terms of reading comprehension [10]. Furthermore, results of national education evaluations of Mexican third graders suggest that one in four students is on the “Under basic” level, which means students do not even have minimum basic skills to comprehend any text, while 56% of them are on Basic level. In addition, results on the region that we are working on are estimated at 22% for third graders who are on the “Under basic” level, while 55% of them only have “Basic” skills [11]. Moreover, [12] applied a test in order to know which reading comprehension skill third graders from Colima, Mexico have more trouble at. The researchers found that the most problematic skill was global comprehension (GC). It refers to the understanding of the general meaning or message of a text [13].
Researches also found that another problem was related to the way students are assessed in reading comprehension. There is a disagreement in Mexico regarding standardized tests that evaluate different skills of reading comprehension, mainly because those tests do not work for students with different context [14].
The third problem researchers found is related to technology context, since children have different perceptions and make sense of the world around them differently from adults [15]. Children at different ages interact differently to technological systems due to their varied cognitive and emotional developmental needs, skills, and knowledge [16].
3. RESEARCH GOALS AND CONSTRIBUTIONS We have divided our contributions in two main parts:
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(1) Design an instrument to assess GC in third graders according their context.
(2) Design a serious game that improves GC in third graders.
Both contributions are designed to take into account the context where third graders interact [2], [13], [17-18] since this is important for our project.
4. METHOD 4.1 Assessment Instrument for GC After an extensive literature review, we found that there is no consensus about the number of skills that support reading comprehension [18]. We had to define a construct, which is GC, and its sub-constructs, which are: main ideas, inferences, and contextualization of a concept to be read. We follow some instrument design directions from [17-18], and we used a sample of 803 third graders as a part of our instrument design. We assessed the instrument using Confirmatory Factor Analysis (CFA) getting positive results that validate our instrument [19].
4.2 Designing the SG For this part, we are using the user center design (UCD) paradigm [20]. At first we made a contextual study looking for some notes and directions about third graders. Then when we assessed their skills about GC, we started to design the instruction [21].
After that, with the help of some experts we started writing the narrative for the game, as narrative creates motivation in students due to factors such as challenge, curiosity and fantasy [22]. The narrative is related with stories, legends and, tales about the cities where the students live in. We created the game mechanic, and a low fidelity prototype in order to conduct some user tests [23].
5. FUTURE WORK Right now we are working on the medium fidelity prototype of the serious game. We are going to conduct more usability tests in order to know, first, if the interface is easy to use for third graders, then, to know if they understand the game mechanic, and finally to know if they get engaged with the game.
After that, we are going to conduct more user and knowledge testing in order to know if the students will improve their GC. We are going to use a mixed methodology as think-aloud, CFA and confirmatory methods.
6. REFERENCES [1] De Coster, I., Motiejunaite, A., and Noora, S. 2011. Teaching
readin Europe; Context, Policies and Practices. (Brussels, Belgium, 2011) http://eacea.ec.europa.eu/education/eurydice.
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Águila o Sol: A Random Offences Payment System
Liz Velia Martínez RoblesUniversidad Tecnológica de la
MixtecaHuajuapan de León
Oaxaca, Mé[email protected]
Aquino Velasco OsorioUniversidad Tecnológica de la
MixtecaHuajuapan de León
Oaxaca, Mé[email protected]
Irving Adrián MondragónRamírez
Universidad Tecnológica de laMixteca
Huajuapan de LeónOaxaca, México
[email protected] A. Moreno Rocha
Universidad Tecnológica de laMixteca
Huajuapan de LeónOaxaca, México
ABSTRACTCorruption is a sensitive issue which negatively impacts onall levels of administration in Latin America. A number ofmeasures have been taken to alleviate the harmful effects ofcorruption and bribery - the type of corruption which affectsordinary citizens most. Not all of these measures, however,have been successful. Aguila o Sol is a system that allowscitizens of the city of Oaxaca, Mexico, to have a chanceof not having to pay their fines for minor traffic offencesusing a public and random traffic light in order to increaseconfidence in the Municipal Police force.
Categories and Subject DescriptorsH.5.2 [Information Interfaces and Presentation]: UserInterfaces—Screen design, User-centered design.
General TermsDesign, Reliability, Experimentation, Human Factors, Stan-dardization.
KeywordsCorruption, UCD, Fiscal Traffic Light, Oaxaca, Latin Amer-ica.
1. INTRODUCTIONThere are very high levels of corruption reported in LatinAmerica as a whole. According to Transparency Interna-tional [4] , the highest rates of perceived corruption in theregion are found in Paraguay, Haiti and Venezuela.
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Figure 1: Corruption chart in Latin America.Source: Transparency International 2015.
Our country, Mexico, occupies the 103rd position out of 175countries worldwide, with a rating of 35/100 of perceivedcorruption in the public sector. Values closer to 0 indicatea very corrupt country.
2. POLICE DISTRUSTAccording to a study published this year by PewResearchCenter [2], Mexican Police scored lowest of all in terms oftrust.
The most cited reasons for this are corruption in the policeforces, bribes (commonly known in Mexico as “mordidas”)and the constant abuse of power by the police.
The least trustworthy force for Mexican citizens is the TrafficPolice and the Transit Police found in every city. Mexicanpolice forces are independent of each other throughout thecountry.
Figure 2: Police came last in public opinion. Source:PewResearch Center 2015.
3. THE DAILY “MORDIDAS” IN OAXACA3.1 Studied problemThe processes relating to infringement, fine, payment andrecovery of the car’s license plates or the motorist’s docu-mentation detained by traffic police give rise to countlessopportunities for bribery and corruption in general, eitherby the authorities or citizens. This results in a great deal ofdistrust by citizens and widespread abuse of authority.
A large number of anti - corruption campaigns have beenimplemented without success in our society. Is there be anyway that technology could prevent or reduce the possibilityof bribery in the processes relating to fines and the retrievalof documents by the Transit Department in the City of Oax-aca, Mexico?
4. HOW DO WE REACH THIS SOLUTION?Previous anti-corruption campaigns have used technologybefore to fight corruption, bribes and fines: wireless termi-nals, payment in commercial establishments, mobile applica-tions, discounts and even cancellation of penalties. However,all these solutions require the involvement of the traffic po-lice officer which still leaves the systems in place open toabuse.
Modeled on a successful anti-corruption initiative in Mex-ico, the Traffic Light at Mexican Customs allows randomlyselected passengers to be checked upon arrival into the coun-try. The main feature is that it is only the user (or passen-ger) who interacts with the device, eliminating the partici-pation of authorities, thus empowering citizens.
5. WE PRESENT ÁGUILA O SOL: A RAN-DOM OFFENCE PAYMENT SYSTEM
We propose a system, using the Traffic Light at MexicanCustoms model, in order to offer citizens the opportunity tolegally avoid paying for their minor traffic violation througha random payment system of public offenses at the momentof payment in order to retrieve documentation retained bythe Transit Department.
5.1 Development methodologyWe used the User Centered Design (UCD in English) method-ology because the development of the system should be easyto understand and easy to use for the user [6]. Furthermore,
Figure 3: Transit Department Office. Citizens camehere to pay their fines and collect their documents.
it should be transparent to all users in order to increaseconfidence in the Transit Department of Oaxaca.
Figure 4: User-Centered Design. Source: Usabil-ity.gov
5.2 Users of our system• Motorists who travel in the city of Oaxaca and have
their license and correct documentation in order todrive a vehicle.
• Officers belonging to the Traffic Police and Transit Po-lice forces of the City of Oaxaca handing out daily vi-olation tickets.
• The customer service staff at the Transit Office return-ing documentation after paying the fine.
5.3 Contextual StudiesDrivers’ observations and surveys conducted in the cities ofOaxaca, and Huajuapan de Leon, Oaxaca state, allowed usto understand the users, their problems with authority andtheir opinion about corruption relating to the handing outof traffic tickets.
Of the 15 respondents, 10 said they were ticketed, and ofthose, 12 said they paid the bribe asked for by the trafficofficer. The amounts of the ”mordida” were between $ 20and $ 50 USD. Seven drivers have accepted they offered theofficer money to be relieved of their fine. However, only twodrivers said they were asked for bribes by staff returningdocumentation at the Transit Office.
All of the respondents indicated that they would use a sys-tem which could prevent bribes in the process of handingout fines and the retrieval of documents; but only 11 of themthought that the same system would not be corrupted.
Perceived confidence in the Transit Department of Oaxacawas 4.8 / 10 according to the users surveyed. All usersbelieved that their confidence would increase with a systemsuch as Aguila o Sol.
5.4 A Possible Águila or Sol Scenario1. The driver is stopped by the traffic officer for commit-
ting a minor infraction. This offence may or may nothave actually happened.
2. According to law, the officer cannot ask for any moneyor any kind of payment from the driver. The officermay withdraw the driver’s license or any other docu-ment and hand the motorist a ticket.
3. In order to get their documents back, the citizen mustgo to the Transit Office and pay their fines accordingly.
4. Since the citizens do not trust the Transit Department,the Aguila o Sol: A Random Offences Payment Sys-tem is offered. In this way, citizens may retrieve theirdocuments without having to pay a fine, which mayhave been caused by an actual minor offence or an actof corruption.
5. The system consists of a traffic light that citizens oper-ate themselves. With odds of 50-50, citizens can eitherregain their papers without paying a fine or throughhaving to pay a fine.
6. With such a system, we can avoid two processes whichare potentially open to abuse: payment to the officerfor a traffic violation and / or payment of a bribe tothe people in charge of getting the papers back fromthe government office.
7. With this system, we seek to increase public confidencein the process of handing out and payment of fines,as the users have the opportunity to ’win the toss’,as it were, against the government and not pay theirfine. The result for the citizens is the same as if theyhad paid a bribe to the traffic officer or departmentresponsible for the return of documents, but legallyand free of charge.
5.5 Diagram solutionThe Aguila o Sol system consists of a TV, a Raspberry Picomputer, a button and a database in which the results ofthe ’draws’ are recorded.
The Raspberry Pi board was chosen for its ease of devel-opment and because the system is difficult to alter as it isencrypted, as was the case with this project.
5.6 Usability TestingA first functional prototype of the Aguila o Sol system wasconstructed and tested with five representative drivers fromHuajuapan de Leon. Our usability lab was conditioned toreplicate the office where users pay their ticket and collecttheir documentation.
At the beginning, the user will be presented with a scenarioin which the driver had been ticketed and when paying theirticket the opportunity to use the system was offered.
A Samsung 40-inch TV was used, along with a Dell netbookwith a system consisting of three interfaces: the initial screenshowed the user’s turn, the second was the message in whichthe fine would be free and the last one in which the user
Figure 5: Aguila o Sol diagram system.
would have to pay the fine. Each screen was accompaniedby a particular sound to give the users more feedback. Theresult screens are displayed for 5 seconds.
Figure 6: Usability testing of Aguila o Sol system inour UsaLab usability laboratory.
Testing was conducted with a facilitator using the ThinkAloud technique so that the users could express their opin-ions and ideas about the prototype. A final evaluation wasalso conducted using a numerical scale.
5.7 Test scores5.7.1 Quantitative results
• 60% of users said that they had previously been tick-eted
• 60% of them indicated they had been victims of briberyby the authorities
• 60% of them said they had gone to collect their papersat offices
• The average time for the tests was 9.30 seconds
• Users assigned a final rating of 9.2 / 10 for the system
5.7.2 Qualitative results1. Users recommended that the message ”Your fine is
FREE”to be replaced by ”YOU DON’T HAVE to PAYyour fine” as it was considered more appropriate
2. Users asked for an explanation of the system beforestarting the draw
3. When taking their turn at the screen, users requestedto see the 10 previous results of the draw to ensureimpartiality
4. When users accept that their fines may have been cor-rectly handed out but did not have to pay fine, theysaid that they would like to have a document, alongwith their papers, about traffic education where infor-mation is displayed, along with the slogan ”Thank youfor not contributing to corruption”
5. All the users said that they would like to see a sim-ilar system implemented in real life and agreed thatthis system would improve how they view the TransitDepartment of the city [1, 3]
6. SOCIAL IMPACTThe fight against corruption is one shared by all the coun-tries of Latin America. Efforts to reduce this evil have in-creased tenfold with little success. In our country, distrustundermines the efforts made by the government, somethingwhich is being increasingly recognized by social networks.
According to studies [5] , 52% of Mexicans believe that thefight against corruption is inefficient, 75% of them claim thatcorruption has increased and 31% admit to having paid abribe.
Figure 7: Screen shot showing the user’s turn at theTransit Office.
For an initiative such as this to succeed, it would need tohave strong support from the government, the police andcitizens. The ease of implementing Aguila o Sol, as well as itstransparency and ease of use, would make this project easyto adapt to other cultures and countries of Latin America.
Figure 8: Screen shot displaying the green screenmeaning that the user won’t pay their fine.
We would love to see similar projects to ours in other coun-tries: Cara o Cruz in Argentina, Cara ou Coroa in Brazil,Escudo o Corona in Costa Rica, Cara o Escudo in Guatemala,Cara o Sello in Chile, and so on.
7. CONCLUSIONS• The use of technology to reduce or eliminate corrup-
tion is particularly important for this type of projectas they eliminate the human factor which introduces apotentially corrupt element.
• With Aguila o Sol, employing a user-centered method-ology ensured good results.
• The tests showed that the inclusion of simple technol-ogy and a clear, transparent and public process maybe the way to avoid acts of bribery and also increasepublic confidence in the local traffic police.
• Finally, through prolonged use and continued involve-ment of government, citizens and police, the reductionof corruption in this sector of society is possible.
8. REFERENCES[1] A. Affairs. Reporting usability test results, 2015.
[2] D. Cuddington and R. Wike. Declining ratings forMexico’s Pena Nieto, 2015.
[3] G. Design. Evolving the Google identity, 2015.
[4] T. e.V. How corrupt is your country?, 2015.
[5] T. e.V. Transparency international - Country profiles,2015.
[6] Usability.gov. Benefits of User-Centered Design, 2015.
SAMI: Mobile Interactive System for Learning (Sistema de
Aprendizaje Móvil Interactivo) Carlos Gerardo Prieto Álvarez Universidad Tecnológica de la Mixteca
Acatlima km 2.5, 69000 Huajuapan de Leon
Oaxaca, México
David Soto Ríos Universidad Tecnológica de la Mixteca
Acatlima km 2.5, 69000 Huajuapan de Leon
Oaxaca, México
José Simon Gómez León Universidad Tecnológica de la Mixteca
Acatlima km 2.5, 69000 Huajuapan de Leon
Oaxaca, México
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.
K.3.2 [Computer and Information Science Education]:
Features Information systems education, Self-assessment.
General Terms 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
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 The population in México and Latin America with problems of
education varies depending on age and grade level achieved.
Figure 1
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.
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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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.
Age: 10-12 years.
Region: Central and South America.
Main problem: Mathematics and rational thinking.
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 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.
Currently, teachers do not have material that sparks the interest
and curiosity of the child for learning.
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 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.
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 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
The improvements detected in the evaluation include
customization and the inclusion of material from other areas such
as Spanish and Physics.
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
Camera 9MP
Size 7.8 x 6.3 x 0.5 cm
Sensors GPS, NFC, Accelerometer
Battery 48 horas
Weight 100 grams.
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 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.
Figure 9. Back view and camera position.
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.
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.
To take advantage of the features, we included a proximity sensor
which can detect if other SAMI´s are in the vicinity.
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 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.
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.
The reason why we didn’t choose a smartphone device is due to
the amount of distractions such as entertainment apps.
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.
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.
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.
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
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.
Figure 13. Object recognition and activity displayed.
The main objective of doing this activity is to develop the logical-
mathematical 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
Figure 14. Variations for the same 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.
5.2 Activity “Group Challenge” This activity aims to develop collaborative learning. Here the
users have to perform activities together to solve a problem of
greater complexity.
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.
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.
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
walking home from school, in many cases, this is where the
children can play with friends.
Figure 15. Group activity and friend recognition.
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 16. Variations for the group activity.
5.3 Social Impact and Benefits The social impact of this proposal lies in providing a better future
through a quality education in the child population.
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.
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.
6. RESULTS AND CONCLUSIONS 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 can solve
problems using logic and
math.
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: Human-
Computer Interaction in year 2020. England: Microsoft
Research Ltd.
“Los zapatos de Pedro”: Juego serio de impacto social
sobre el tema de desigualdad en Latinoamérica Irving Carvajal Rodríguez
Ingeniería en Sistemas Computacionales Universidad de las Américas Puebla
Puebla, México
Monserrat Rugerio Flores Tecnologías de Información y Negocios Universidad de las Américas Puebla
Puebla, México
RESUMEN Con el apoyo del área de Interacción Humano-Computadora e
investigación empírica en el tema de juegos serios, el juego "Los
zapatos de Pedro", concientiza a sus usuarios sobre un grave
problema que existe en Latinoamérica: la desigualdad.
Haciendo uso de elementos de diseño de juegos dentro de un
contexto serio, además de informar al usuario sobre cómo es la vida
de una persona en situación de pobreza y lo difícil, si no imposible,
que es sobrevivir a pesar de los diferentes obstáculos que se les
presentan en la vida cotidiana, el juego busca que los usuarios
propongan ideas nuevas de acuerdo a la información adquirida.
Prácticamente, el juego pone al usuario en los zapatos de una
persona en situación de pobreza.
Entre los resultados obtenidos, destaca la confirmación de la
problemática con la respuesta de los usuarios inclinada hacia la
percepción del problema pero con falta de información sobre causas
y posibles soluciones. En los estudios con usuarios se aplicó el
método de verbalización (think-aloud).
Palabras Clave Desigualdad, Latinoamérica, pobreza, coeficiente de Gini,
videojuegos serios, impacto social.
1. INTRODUCCIÓN De acuerdo con el coeficiente de Gini, América Latina es la región
más inequitativa de todo el mundo. Esto no sólo tiene como
consecuencia la imposibilidad de desarrollo de los países, sino
también el sufrimiento de innumerables personas que sobreviven a
las peores consecuencias al verse inhabilitados para salir del circulo
vicioso de la pobreza y todas las derivaciones que ésta conlleva,
tales como la mala alimentación, educación de baja calidad, y la
explotación laboral, entre muchos otros.
Es importante saber de qué manera piensan los jóvenes ya que ellos
son el futuro de Latinoamérica, es por eso que se propone un
videojuego de tipo role-playing game (RPG) llamado "Los zapatos
de Pedro" que tiene como audiencia a jóvenes de entre 10 y 20 años
de edad. El juego promueve que los usuarios perciban la situación
de desigualdad con la intención de crear impacto, y de esta manera
ir cultivando un aporte a la educación de igualdad y la cultura de
legalidad en los jóvenes latinoamericanos, “No es una tarea fácil.
Pero hay más posibilidades de lograrlo ahora que en el pasado dado
el aumento de la demanda social por una democracia más profunda,
una distribución más equitativa de la influencia política, un mayor
acceso a la educación y a la salud y el reconocimiento de los grupos
indígenas” [6].
Nuestra propuesta aprovecha el interés de los jóvenes en los
videojuegos. Al ver la televisión, al leer y de manera general al
tomar una actitud inmersa en alguna actividad, se genera interés
por saber que algo va a pasar. En el caso de los videojuegos esto se
produce cuando la persona obtiene recompensas inesperadas. La
recompensa de adquirir nuevo conocimiento produce placer en el
usuario y lo motiva a querer adentrarse más, y por tanto a obtener
más conocimiento.
Siguiendo el marco conceptual para videojuegos serios descrito por
[28] se diseñó un prototipo de alta fidelidad. Usando el método de
verbalización (think-aloud) se realizaron estudios con usuarios y se
logró evaluar el impacto positivo que tiene el videojuego “Los
zapatos de Pedro” en sus usuarios.
2. PROBLEMÁTICA
2.1 ¿Los pobres son pobres porque quieren? La falta de información y los casos contados de gente en situación
de pobreza que ha logrado salir del círculo vicioso con exhaustivo
trabajo pueden hacernos llegar a creer que cualquiera en ese
contexto podría hacer lo mismo. Sin embargo, es por eso que los
casos de personas que han cruzado la línea entre la pobreza y la
sostenibilidad sorprenden demasiado, pues no se escuchan a diario.
De acuerdo con el economista Bernardo Kliksberg considerado el
padre de la gerencia social, no existe peor aberración que culpar a
los pobres de su pobreza, cuando en México, por ejemplo “El 1%
de la población recibe 21% de ingresos de todo el país, existen
muchos sectores privilegiados, el régimen fiscal es favorable a los
más ricos y la educación privada es mucho mejor que la pública”
[5].
La falta de educación de igualdad conduce a la población
latinoamericana a tener una idea poco clara acerca del problema y
a expresar su inconformismo de maneras incorrectas, como lo son
la discriminación, la exclusión social y el racismo. Latinoamérica
es la región más desigual de todo el mundo y la pobreza es una
consecuencia de la desigualdad. Un informe de la Corporación
Latinobarómetro [3] señala que a pesar de que hasta ese año
América Latina vive un momento de disminución de la pobreza,
aumento de la educación y aumento del crecimiento económico,
factores como la discriminación, siguen siendo el Talón de Aquiles
de la región, lo que promueve la desigualdad en el acceso a bienes
políticos y también bienes económicos. Muestra que 68% de la
región se ubica en la clase baja, 30% en la clase media y un 2% en
la clase alta.
¿Qué aporte hacia el desarrollo de un país se puede esperar de las
personas en situación de pobreza cuando ni siquiera se les
proporciona los recursos básicos para vivir? En ese contexto,
buscar el desarrollo de Latinoamérica es como querer hacer una
omelette sin huevos.
3. IMPACTO SOCIAL El videojuego “Los zapatos de Pedro” es una herramienta enfocada
a reducir la falta de información que existe sobre el grave problema,
y al mismo tiempo crear un impacto en los usuarios que los
incentive a colaborar en la erradicación del mismo. Esto se logra
mostrándole al usuario los diversos factores que provocan la
desigualdad a través de elementos de diseño de juegos en un
contexto serio, que permiten exponer cómo un individuo en
situación de pobreza lucha por sobrevivir a pesar de los diversos
obstáculos con los que se enfrentan a diario. Con el tema
“Desigualdad en Latinoamérica”, el impacto se centra en la
percepción de los usuarios hacia el tema de la pobreza como
consecuencia de la desigualdad.
3.1 Educación de Igualdad y Cultura de
Legalidad
3.1.1 Educación de igualdad Una encuesta [20] promovida por UN Hábitat en 10 ciudades de
Latinoamérica indica que la población percibe que el problema data
de mucho tiempo atrás pero son pesimistas sobre la posibilidad de
que las condiciones de desigualdad se reduzcan en el futuro pues
cinco de cada diez personas consultadas en los diez países creen
que la brecha ya es muy alta cuando en realidad solo el 2 % de la
población es de clase alta. ¿Será que no queremos hacer nada para
cambiarlo? No obstante, el 53% por ciento de las personas señaló
la educación como la acción más efectiva para promover la
reducción de la desigualdad.
3.1.2 Cultura de Legalidad La cultura de legalidad también juega un papel importante en “Los
zapatos de Pedro”, es una “Estrategia contra la violencia y contra
la corrupción que tiene como objetivo, generar un cambio cultural
que se manifieste en el rechazo social abierto a este tipo de
conductas. Esto implica que se eduque a la población para que opte
por conductas probas y por la resolución pacífica de los conflictos”
[17].
4. LOS VIDEOJUEGOS COMO FORMA
DE APRENDIZAJE De acuerdo con [12] las nuevas generaciones piensan de manera
hipertextual igual que como funcionan los dispositivos digítales, al
contrario de muchas personas adultas que sólo piensan de manera
lineal. Por esta razón, se les facilita más a los jóvenes interactuar
con la tecnología. En el tema de videojuegos, la respuesta al por
qué un videojuego puede cambiar la manera de pensar de una
persona y sobre todo que ese aprendizaje se convierta en una rutina
en su vida cotidiana podría ser la siguiente: La dopamina se produce
a través del estímulo de saber que algo va a llegar, en el caso de los
videojuegos se produce cuando la persona obtiene recompensas
inesperadas, lo que produce que el juego sea inmerso y por lo tanto
les sea atractivo. La recompensa puede ser la adquisición de nuevo
conocimiento o habilidades que lo empoderan, que lo convierten en
un experto en el tema. Y esto al mismo tiempo produce placer en el
usuario y lo motiva a querer adentrarse más y por lo tanto obtener
más conocimiento.
5. “LOS ZAPATOS DE PEDRO”
La historia comienza con un adolescente de 15 años quien tiene el
deseo de terminar sus estudios y superarse en la vida, para de ese
modo obtener recursos económicos para ayudar a su familia y a la
gente de su pueblo que se encuentra en la misma situación que él.
Se trata de un juego serio, es decir, “Juegos con ambientes lúdicos,
destinados a impactar a los jugadores más allá del objetivo
autónomo del juego. El diseño de juegos serios se basa en su
propósito, su mecánica y conjuntos de reglas, ficción y narrativos,
su estética y encuadre y su contenido” [18].
El usuario ayuda al protagonista Pedro a sobrevivir a las etapas de
escuela media superior y superior en un contexto de pobreza y
racismo, ya que el sueño de Pedro es ayudar a su familia en el
aspecto económico, pero primero tendrá que cruzar la línea entre la
pobreza y la sostenibilidad para hacer valer por sí mismo sus
derechos humanos.
En otras palabras “Los zapatos de Pedro” pone al usuario en los
zapatos de una persona en situación de pobreza. Y al mismo tiempo
recoge información sobre la opinión inicial, durante y después de
jugar, de ese modo la información se envía a una base de datos para
ser analizada a fondo.
Con el tema “Desigualdad en Latinoamérica” el impacto se centra
en la percepción de los usuarios hacia el tema de la pobreza como
consecuencia de la desigualdad.
El prototipo realizado para la prueba de usabilidad consta de 3
niveles:
Durante el primer nivel Pedro tendrá que
pasar la educación secundaria en la única
escuela existente en su pueblo.
Mientras el usuario
interactúa con el ambiente surgirán algunos anuncios en forma de
nube en los cuales se presentan información básica sobre algunos
índices de pobreza en Latinoamérica o la forma en que las personas
en situación de pobreza sobreviven. De esta manera se espera que
el usuario empiece a adquirir nueva información.
El segundo nivel se centra en un entorno universitario donde se
presenta la situación en que Pedro solicita una beca en la
universidad y además necesitará estudiar y trabajar al mismo
tiempo para pagar alimento y renta de cuarto. De acuerdo con [1]
actualmente en México el 76% de los estudiantes trabaja y estudia
al mismo tiempo, con esto se pretende que el usuario sea empático
al presentarle una situación típica para una persona en la situación
de Pedro.
Figura 1 Extracto del videojuego: Los zapatos de Pedro
“Él se llama Pedro, tiene un gran sueño, quiere terminar sus
estudios para ayudar a sus padres y su pueblo, pero hay un
problema… La familia de Pedro es pobre.”
Figura 2 Protagonista del videojuego Los zapatos de
Pedro
El contexto anterior es el escenario perfecto para las empresas para
cometer abusos y explotación laboral pagando solo el salario
mínimo.
El tercer nivel se centra en el entorno laboral. Pedro ya ha
terminado sus estudios universitarios con mucho esfuerzo pero
ahora tendrá que enfrentarse a una nueva situación, encontrar
trabajo. El tercer nivel consiste en informar al usuario los
problemas que enfrentan las personas en la misma situación de
Pedro al buscar trabajo, tales como discriminación, racismo,
desigualdad de género, y nepotismo.
6. METODOLOGÍA
Con la plataforma de desarrollo de videojuegos Unity se desarrolló
un prototipo de alta fidelidad de la propuesta siguiendo el diagrama
descrito en [28] y el método think-aloud para pruebas con usuarios,
en el cual se solicita que el usuario exprese sus pensamientos y
opiniones en voz alta mientras interactúa con el videojuego. De esa
forma las opiniones del usuario son analizadas posteriormente para
conocer el impacto.
6.1 Audiencia El mundo ha pasado por diversas generaciones y con ellas la
evolución del pensamiento. Existen 4 divisiones: tradicionalista,
baby boomers, generación X y generación Y. La primera
generación se diferencia de la última mencionada por sus
características en donde las personas son rígidas, apegadas a su
trabajo, dedicadas y para ellos el trabajo debe realizarse en una
oficina propia [27] en contraste con la generación Y en donde se
encuentran las personas menores de 30 años, y se caracterizan por
tener una relación natural con el uso de la tecnología, el gusto de
trabajar en ambientes donde exista buena relación entre los
compañeros, obtener información y realizar procesos con métodos
o herramientas que les facilite el trabajo. Les gusta ser evaluados
por sus resultados y no por la cantidad de horas que están en el
trabajo [19].
De acuerdo con [8], en América Latina el uso de la computadora
cayó un 11.3% y el uso de dispositivos móviles creció en un 61%,
celulares 70% y tabletas 32% para navegar en internet y los
sistemas operativos que abarcan la mayor parte del mercado son:
Android, seguido por iOS y Windows Phone [15]. Lo anterior
indica que el mejor sector de mercado para hacer un impacto en la
sociedad con el videojuego “Los zapatos de Pedro” son los usuarios
de entre 10 y 20 años de edad pertenecientes a la generación Y
usando dispositivos móviles con acceso a internet que cuentan con
el sistema operativo Android o iOS.
6.2 Procedimiento Las pruebas con usuarios se realizaron en cuatro etapas con 16
sujetos, 15 estudiantes de diferentes licenciaturas y un profesor de
antropología como usuario potencial para la evaluación del sistema.
En la primera etapa se explica a los usuarios el proyecto con su
temática asegurando que no se busca evaluar al usuario sino al
sistema y luego firma el consentimiento de participación. En la
segunda, los usuarios responden un cuestionario previo sobre los
tipos de videojuegos que más disfrutan y en qué dispositivo.
Posteriormente, en la tercera etapa se solicita que los usuarios
jueguen “Los zapatos de Pedro” aplicando el método think-aloud
mientras se graba la sesión. En la etapa final, los usuarios llenan un
último cuestionario constructivo sobre las características del
videojuego y comentan su percepción final sobre el tema del juego.
7. RESULTADOS
7.1 Audiencia objetivo En la Tabla 1 se puede comprobar la investigación previa sobre la
audiencia objetivo al cual va dirigido el videojuego, es decir, se
puede apreciar que en efecto el dispositivo que más ocupan los
usuarios para jugar es el celular y los dos sistemas operativos más
adquiridos que son Android e iOS según [15]. Por otra parte los
usuarios gozan más de jugar con videojuegos de tipo “aventura” el
cual describe muy bien la temática del videojuego, seguido por el
tipo role-playing game. También podemos notar que los usuarios
están familiarizados con los juegos serios y además el total de la
muestra está de acuerdo con aprender nuevas cosas mientras se
entretiene.
Tabla 1 Cuestionario previo a la interacción con el videojuego
Diagrama 1 Marco conceptual para videojuegos serios
descrito por Yusoff et al. (2010)
7.2 Desigualdad La pregunta que tomará mayor relevancia en la prueba de
usabilidad es la última: ¿En un país como México, los pobres son
pobres porque quieren?, ésta pregunta contaba con un campo de
texto para la argumentación a la respuesta.
En el cuestionario previo se obtuvo un resultado de 5 participantes,
casi la mitad, eligiendo SI a la pregunta que el economista Bernardo
Kliksberg [26] señala como incorrecta y se puede contrastar con los
resultados para esa misma pregunta en el cuestionario posterior a la
interacción con el videojuego el cual obtuvo una respuesta
favorable para la prueba de usabilidad, debido a que no hubo
ninguna respuesta afirmativa.
Además, es importante señalar que la argumentación por parte de
los usuarios que previamente afirmaron la última pregunta yace
dentro de las principales características del rechazo hacia ese grupo
de la población de acuerdo a la encuesta promovida por ONU
Hábitat [20] en factores como racismo, discriminación o
desigualdad.
7.3 Think-aloud De acuerdo a los resultados arrojados por el estudio con usuarios
se pudo evaluar el videojuego “Los zapatos de Pedro” con respecto
a las características y el diagrama descrito en [28] para el desarrollo
de juego serios. “No sabía eso...” “No creí que fuera tan grande el
porcentaje” son algunos de los comentarios de los usuarios al
conocer los resultados a las preguntas que se les plantean durante
el juego. Dichas preguntas, cerradas o abiertas, nos permiten saber
de qué manera el usuario cambia su punto de vista desde el inicio
hasta el final siguiendo el planteamiento de [12]. Sin embargo, se
puede apreciar en la Tabla 4 que la mayoría de los usuarios carece
de información concisa acerca de la situación actual del país y
Latinoamérica. De esa manera el juego “Los Zapatos de Pedro”
contribuye a proporcionar información y a concientizar a los
usuarios sobre el problema de desigualdad, así como a generar ideas
tendientes a su solución.
8. REFERENCIAS
[1] Capetillo, R. (2012). 67% de los universitarios trabajan y
estudian al mismo tiempo. Universitarios
[2] CEPAL. (2012). La pobreza sigue a la baja en América
Latina, pero aún afecta a 167 millones de personas.
[3] Corporación Latinobarómetro. (2013). Obtenido de informe
2013.
[4] Escala de Dicriminaciòn. (s.f.). Obtenido de revista
Humanum.
[5] Esquivel, G. (2015). Desigualdad extrema en México
concentración del poder económico y político. Obtenido de
Iguales Oxfam México.
[6] Ferranti, D. (s.f.). Desigualdad en América Latina y el
Caribe: ¿ruptura con la historia? Obtenido del banco
mundial.
[7] Forbes México. (2015). Obtenido de 7 datos que muestran la
desigualdad extrema en México.
[8] Gestión el Diario de Economía y Negocios de Perú (2015).
Obtenido de uso de dispositivos móviles creció 61% en
América Latina.
[9] Granollers, T. (2014). MPIu+a (Modelo de proceso de la
ingeniería de la usabilidad y de la accessibilidad). Obtenido
de Pensando en voz alta (Thinking Aloud).
Tabla 2 Cuestionario posterior a la interacción con el
videojuego
Tabla 3 Respuestas de los usuarios a cuatro de las preguntas
contenidas en el videojuego, las respuestas correctas tienen
color naranja.
[10] Grupo de Diarios de América (GDA). (2013). Desigualdad
en ciudades de América Latina empeora. Obtenido de El
Tiempo.
[11] Ibáñez, B. (2011). Conceptual and technical frameworks
for serious games.
[12] Jaramillo, O., & Castellón, L. (2012). Educación y
videojuegos. Chasqui, 11-19.
[13] Kayali, F., Schwarz, V., Götzenbrucker, G., & Purgathofer,
P. (2015). Design principles for social impact games.
elearning papers.
[14] Krause, M. (2014). Universidad Francisco Marroquin.
Obtenido de desigualdad y pobreza y la falta de soluciones
de la sociología.
[15] Latamclick. (2015). Obtenido de ¿Qué sistemas operativos
prefieren los usuarios en América Latina?
[16] López, A. (2015). Relación entre pobreza, desigualdad y
recursos naturales: Una aproximación desde la economía.
Obtenido de INEGI.
[17] Mahecha, E. (2014). Educación y cultura de la legalidad.
Justicia Juris, 10(2), 36-43.
[18] Mitgutsch, K., & Alvarado, N. (s.f.). Purposeful by design?
a serious game design assessment framework
Massachusetts.
[19] Moreda, A. (2011). Cuando pensábamos que lo sabíamos
todo. Revista de antiguos alumnos del IEEM, 14(3) 71-72.
[20] ONU-Habitat. (2012). Encuesta de percepciòn la
desigualdad en diez ciudades latinoamericanas.
[21] París, M. (s.f.). Estudios sobre el racismo en América
Latina.
[22] Revista Humanum. (2012). Obtenido de discriminación en
América Latina.
[23] Revista Actualidades Investigativas en Educación. (2014).
Obtenido de desigualdad, discriminación y pedagogía de la
igualdad.
[24] Reyes, O. (2008). Economía de la pobreza y de la
desigualdad [diapositivas de PowerPoint]. Obtenido de
http://slideplayer.es/slide/3900106/
[25] Rimisp-Centro Latinoamericano para el Desarrollo Rural
(2013). Pobreza y desigualdad informe latinoamericano
Obtenido de Empleo de calidad.
[26] Techo. (2015). Obtenido de mitos: “Los pobres son flojos”.
[27] Vazquez, F. (2012). 3g-office. Obtenido de cuatro
generaciones diferentes, un desafío común.
[28] Yusoff, A. (2010). A Conceptual Framework for Serious
Games and its Validation. Obtenido de researchgate: a
conceptual framework for serious games and its validation
Brado! Seja ouvido.
Kathleen P. MarcílioFormação de Interfaces GráficasUniversidade Federal do Ceará
Pedro I. C. PintoFormação de Interfaces GráficasUniversidade Federal do Ceará
Jonas de A. ForteFormação de Interfaces GráficasUniversidade Federal do Ceará
Remerson P. de CarvalhoFormação de Interfaces GráficasUniversidade Federal do Ceará[email protected]
Inga F. SaboiaInstituto UFC Virtual
Universidade Federal do Ceará[email protected]
RESUMODiversos fatores na jovem democracia dos paıses da AmericaLatina tem causado insatisfacao na populacao ao longo dosanos, fazendo com que esta sinta a necessidade de partici-par ativamente da polıtica do seu paıs por meio de mani-festacoes sociais. Porem, e nıtido atraves das notıcias quea polıcia, em muitas ocasioes, nao consegue evitar conflitoe violencia entre os proprios manifestantes; que o patrimo-nio publico por vezes e destruıdo e que, em alguns casos,pessoas que nao estavam envolvidas nesses delitos sao re-primidas de forma erronea. Diante deste contexto historicoe social, este trabalho apresenta o projeto Brado, uma pro-posta que pode ser usada durante protestos para preservar odireito de manifestacao, alem de prover transparencia sobreas atitudes policias e identificar possıveis infratores. Bradofoi desenvolvido por meio da metodologia Design Thinking,utilizando como princıpios norteadores o Design Emocional,a Computacao Vestıvel e User Experience. A solucao pro-posta deve funcionar em conjunto com uma serie de polıticaspublicas, como programas de educacao dos policiais e dos ci-dadaos e leis que assegurem o direito de manifestacao. Estaproposta foi avaliada com estudantes e servidores de umauniversidade publica brasileira e recebeu ampla aceitacao.
Categories and Subject DescriptorsH.5 [Information Interfaces and Presentation]: Multi-media Information Systems, User Interfaces
Palavras-chaveManifestacoes; IHC; Design;
1. INTRODUÇÃOA historia da America Latina e marcada por longas dita-
duras que, em sua maioria, controlaram o governo de seusrespectivos paıses ate o fim dos anos 80, o que resultou em
.
democracias extremamente jovens nestes paıses. A imaturi-dade delas, quando associada a fatores como a alta dıvida ex-terna, a instabilidade economica, a ma distribuicao de renda[21] e diversas denuncias de corrupcao contra os governos,causa revolta na populacao e, consequentemente, um cres-cimento da necessidade de participacao popular na polıtica[4]. Esse crescimento torna-se claro por meio da analise do
atual quadro de protestos nestes paıses. E grande o numerode manifestacoes polıticas e sociais realizadas nos paıses daAmerica Latina nos ultimos 30 anos. Entre os anos de 2010 e2013 ocorreram, em media, 11 novas manifestacoes por mesnos paıses latino-americanos [2].
Figura 1: Localizacao por paıs segundo agitacao e radicali-zacao - La protesta social en America Latina -pg 143
Juntamente com o aumento em seu numero, podemos ob-servar um quadro preocupante de conflitos ocorridos duranteesses eventos [9] [13]. Sejam entre os proprios manifestan-tes ou entre manifestantes e polıcia, tais conflitos possuemefeito negativo na populacao que acompanha as manifesta-coes. Apesar das tentativas por parte das forcas governa-mentais competentes para solucionar os problemas gerados[6], os resultados nao tem se mostrado eficazes o suficientepara evitar esses conflitos e manter pacıficas as manifesta-coes latino-americanas. Como consequencia disso, os confli-tos geram malefıcios a sociedade, como danos ao patrimoniopublico [8], prejuızos ao comercio e pessoas feridas.
Neste contexto, destacam-se quatro problemas principais:
(i) a capacitacao inadequada, ou mesmo a ausencia de trei-namento para os policiais, para que saibam como atuar nosprotestos de maneira adequada [7]; (ii) escassas iniciativasde conscientizacao da populacao, para que manifestantes naoajam de ma-fe ou usem de meios violentos e contrarios a lei;(iii) dificuldade de comunicacao entre policiais e manifestan-tes, devido aos tumultos e sons muito altos; e (iv) o medodos manifestantes de sofrer repressao inadequada por partedos policiais, e ate mesmo medo das acoes de pessoas queusam da violencia durante as manifestacoes.
Recorrer a auxılios tecnologicos e uma alternativa comumquando se mostra necessaria uma mudanca na abordagem deproblemas do cotidiano. Especialmente, quando tal avancotecnologico e financeiramente viavel e auxiliara em um au-mento significativo da eficacia da resolucao de tal problema.Levando em consideracao a popularizacao de tecnologias mo-veis [12] e vestıveis no dia-a-dia da populacao, como smartpho-nes e smartwatches, alem da conectividade e ubiquidade ine-rente a estes dispositivos moveis, os mesmos podem ser uti-lizados como aliados na resolucao dos problemas apontados.
Neste contexto, propomos Brado, um projeto que visaaprimorar o controle de manifestacoes sociais por meio douso de tecnologias moveis, munindo a polıcia com equipa-mentos que irao aprimorar o monitoramento de manifesta-coes, enquanto torna o trabalho dos policiais mais simples eefetivo. O objetivo principal desta iniciativa e a preservacaodo direito de manifestacao, alem de garantir a populacaotransparencia sobre as atitudes tomadas pelos policias, bemcomo a identificacao de pessoas que infrinjam a lei nas ma-nifestacoes.
2. CONCEITOS UTILIZADOSPara conceituar a proposta Brado, utilizamos como base
cinco teorias e conceitos principais, que guiaram as escolhasde design para os elementos da proposta.
O primeiro conceito norteador desta proposta e Weara-ble Computing, o qual guiou a escolha do paradigma deinteracao a ser utilizado. A interacao entre policiais e ma-nifestantes normalmente acontece em ambientes externos emuito movimentados. Em um contexto tao complexo e coma tensao existente entre policiais e manifestantes, e difıcilmanter a atencao para realizar as melhores escolhas. Por-tanto, dispositivos vestıveis se adequam bem a este contexto.Segundo Picard (1998) [3], este conceito se refere a produ-zir objetos computacionais vestıveis, como artigos de roupa,acessorio ou joalheria. Esse tipo de equipamento possui sen-sores e materiais que lidam com eventos fısicos e ate emo-cionais do usuario, detectando variacoes do corpo e/ou doambiente, que podem desencadear reacoes em variadas for-mas, cores e funcoes.
Norman (2004), afirma que a relacao de uma pessoa comum determinado objeto, evoca as associacoes e as lembran-cas, chamadas de historia de interacao [18]. Alem disto,tambem alerta que estas devem ser consideradas para o de-senvolvimento de bons produtos. Por este motivo, o segundoconceito aplicado para o desenvolvimento de Brado foi o De-sign Emocional. No escopo do estudo, compreendemos queos objetos usados pela polıcia evocam memorias e sentimen-tos potencialmente negativos para as pessoas que os veem.Levando este fato em consideracao, buscamos realizar inter-vencoes que ultrapassem possıveis bloqueios emocionais.
A terceira teoria aplicada foi a Semiotica que, segundoNiemeyer (2007), e a teoria geral dos signos, em que estes
suscitam varios significados, podendo ser interpretados dediferentes maneiras. Este aspecto tem um profundo impactona pessoa, funcionando como uma interacao dialogica, tendocomo consequencia uma respectiva reacao [17]. Na propostaBrado sao considerados os nıveis de consciencia imediata domanifestante e do policial, que dadas as circunstancias doambiente podem mudar drasticamente, pois a conscienciade um momento pode ser afetada por fatores como sons,sensacoes, lembrancas e sentimentos. Desta forma, e funda-mental que esta dimensao seja considerada, pois e atravesdo processo de formacao de sentido, que os eventos ocor-rem, servindo como insumo para as decisoes tomadas pelomanifestante e pelo policial.
O quarto conceito aplicado a proposta Brado e User Ex-perience [16], termo que Garret (2010) utiliza para definir aexperiencia que o produto cria para as pessoas que o usamno mundo real. Brado busca oferecer uma experiencia satis-fatoria e que corresponda as expectativas de seus usuarios.
O quinto conceito de base usado na proposta Brado, eo Design de Interfaces. Segundo Bonsiepe(1997), a inter-face e o espaco no qual se estrutura a interacao entre corpo,ferramenta (objeto ou signo) e objetivo da acao, e a in-terface que revela o carater de ferramenta dos objetos e oconteudo comunicativo das informacoes, transformando si-nais em informacao interpretavel [1]. Em nossa proposta,os elementos de interface foram cuidadosamente seleciona-dos para manter uma boa comunicabilidade e usabilidadedurante a interacao.
3. COMPONENTESA proposta Brado visa apresentar uma nova experiencia
de comunicacao durante as intervencoes militares em ma-nifestacoes de cunho social e polıtico, para que exista ummelhor relacionamento entre os policiais e os manifestantes,desde o monitoramento do local ate as acoes de apoio e con-trole do evento. Para alcancar nosso objetivo a solucao ecomposta por cinco componentes apresentados a seguir.
3.1 Drone de MonitoramentoO drone tem a funcao de capturar e enviar imagens para
uma unidade movel da polıcia, localizada nas proximidadesdo evento. As imagens recebidas sao analisadas pelos pro-fissionais responsaveis pelo monitoramento, que definem asacoes necessarias para a situacao apresentada. Com o auxıliodas transmissoes recebidas do drone, a polıcia podera, commaior facilidade, identificar pontos em que haja transgres-soes da lei, conflitos e area de ocupacao, podendo mobilizare distribuir agentes com maior facilidade aos locais especıfi-cos. Alem disso, o drone de monitoramento tambem poderaser utilizado para a transmissao ao vivo, via internet, dasituacao atual da manifestacao, para o publico em geral.
3.2 Pulseira InteligenteEm um ambiente que a pacificidade pode variar facil-
mente, a comunicacao exige agilidade, com um nıvel de com-preensao que acompanhe a rapidez do evento. Decidimos,entao, adotar a Pulseira Inteligente, por ela possuir a capaci-dade de permanecer longos perıodos de tempo junto ao usua-rio (o policial, no caso), ja que mantem contato direto comele. Por meio de um sistema de bio-monitoramento, a Pul-seira Inteligente oferece a possibilidade de monitorar simul-taneamente algumas variaveis do corpo, como temperatura,pressao volumetrica do sangue e batimentos cardıacos. Ao
traduzir essas informacoes, sao gerados dados importantespara o monitoramento dos policiais em campo, alem de fun-cionar como metodo de comunicacao silencioso, reduzindo oruıdo na comunicacao (central de monitoramento - policial)em momentos de tensao e barulho.
Por meio dessa tecnologia, propomos o uso de geolocali-zacao para posicionamento tatico dos policiais para que acentral possa informar diretrizes a serem cumpridas. Alemdisso, com base no monitoramento da saude de um policial(batimentos cardıacos e pressao sanguınea), a central tam-bem pode reposicionar os demais policiais. Isso se explicariapelo fato de que, se um grupo de policiais estiver com ba-timentos rapidos, algo esta acontecendo naquela area e elepode precisar de reforco policial, alem do drone de vigıliaser realocado para o local.
3.3 Escudo com letreiro informativoO escudo utilizado por policiais possui um nıvel visceral
que gera processamentos afetivos rapidos, sentimentos derejeicao, medo e perigo, e a nıvel reflexivo remete aspectoscomo repreensao, rigidez e impacto. Acreditamos que e im-portante nao mudar a vestimenta e os aparatos de trabalhodo policial, porem tambem devemos otimizar estas ferramen-tas. Pensamos no caso do escudo, dele ser associado a umatela de LED na sua parte interna, para nao excluir o aspectocomportamental do escudo, que e a protecao do policial. Oescudo pode ser transparente, permitindo um bom campode visao do policial, com formas arredondadas, aspecto lisoe simetrico que favorecem afetividade ao objeto; a exibicaodas informacoes na tela do escudo quebram a dicotomia doler e ver, onde os textos podem assumir formas e significadospor meio das imagens, atuando na fronteira entre o linguıs-tico e o visual. Exibir uma representacao de uma flor dentrodo cano de uma arma, transmite uma mensagem, que podeser usada para manter a pacificidade naquele dado momentoda manifestacao, por exemplo.
Uma comunicacao adequada, que nao fere as intencoesda manifestacao, favorece a recepcao de mensagens e ins-trucoes. Os informativos eletronicos de LED seriam usadospara a unidade policial se comunicar com os manifestantes,em situacoes conturbadas e barulhentas, em que a comu-nicacao falada se faz mais complexa, ja que os sons altos,estridentes, abruptos geram afeto negativo automatico, fa-tos comuns em manifestacoes. A comunicacao feita por meiodo escudo e silenciosa e possui um maior alcance. Logo, oruıdo durante a comunicacao (policial - manifestante) podeser reduzido com a emissao de mensagens e sinais visuaispor meio da tela de LED do escudo. As mensagens devemser claras ao indicar se as acoes realizadas durante o pro-testo estao ou nao de acordo com as normas que garantem apacificidade, alem de avisar aos cidadaos se ha algum perigoiminente e, sendo este o caso, fornecer orientacoes de comoagir.
3.4 Capacete de TransmissãoNotamos a importancia do posicionamento dos policiais
de forma estrategica para um melhor acompanhamento doperımetro da manifestacao. Cada policial, ao receber as ins-trucoes dos seus superiores, responsaveis pela operacao, as-sume a posicao estabelecida em pontos diversos do perıme-tro. Alguns, em posicoes estrategicas, teriam uma cameraacoplada em seus capacetes, usadas para o monitoramentodo estado da manifestacao, com a identificacao de pontos de
conflito e para realizacao da transmissao, via streaming devıdeo, dos acontecimentos do protesto.
3.5 How.We.Act: portal de transparênciaJuntamente com os equipamentos utilizados pelos poli-
cias, sugerimos ainda um Website, nomeado How.We.Act,funcionando como meio de comunicacao direta entre poli-cial e manifestante. Nesse portal, as imagens capturadaspelo Drone de Monitoramento e pelos Capacetes de Trans-missao serao transmitidas ao vivo. O portal e essencial parapromover a transparencia das atitudes tomadas pelos poli-ciais e manifestantes durante o evento.
Consideramos importante o acesso a alternativas de visaosobre os acontecimento reais das manifestacoes. Como ja nosreferimos sobre o drone e o capacete, as imagens capturadaspelas cameras desses dispositivos serao transmitidas onlinediretamente para um site aberto ao publico, considerandoque nao existam restricoes da conectividade com a internet.E importante que as imagens sejam capturadas e transmi-tidas simultaneamente, sem quaisquer edicoes, para que aspessoas que acessem o site tenham confianca no conteudoexibido. Estes vıdeos tambem serao mantidos como umaforma de acervo para que todos possam assistir aos aconte-cimentos passados. Alem da disponibilizacao das imagens,os usuarios terao acesso a mais informacoes, expressas poruma interface coesa e consistente, como dia, horario, pautada manifestacao e qual Instituicao a esta organizando.
4. METODOLOGIAA metodologia que foi utilizada para o processo criativo e
desenvolvimento do projeto foi a Design Thinking [20], pro-pagada pela IDEO, uma premiada empresa de design. Elafoca na inovacao para transfomar uma ideia em um produtoe e composta pelas seguintes etapas: 1. Imersao, 2. Defini-cao, 3. Desenvolvimento, 4. Prototipacao e Avaliacao e 5.Entrega. Porem, como nao obtivemos os recursos necessa-rios, nosso trabalho nao pode, de fato, ser implementado, oque configuraria a quinta e ultima etapa desta abordagem.
4.1 ImersãoPrimeiramente, realizamos uma pesquisa para conhecer
mais sobre o contexto atual das manifestacoes de cunho so-cial e polıtico nos paıses da America Latina. Isso foi neces-sario para que verificassemos a historia e a necessidade quea populacao desses paıses tem de participar mais ativamentedas decisoes polıticas. Alem disso, tambem foi pesquisado adefinicao e os tipos de manifestacao [2] [14], e os direitos edeveres dos manifestantes [11] [10].
A segunda fase foi relacionada a busca por artigos queindicassem dados numericos gerais sobre as manifestacoeslatino-americanas, como a quantidade de protestos que ocor-reram em um determinado perıodo e a porcentagem refe-rente ao tipo de cada um [2] (cultural, social e institucional),alem dos paıses que tiveram a maior e a menor quantidadede manifestacoes.
Por ultimo, coletamos informacoes sobre os tipos de abor-dagens policiais e as formas de violencias que ocorrem nosprotestos, seja pela polıcia, nos casos de brigas entre mani-festantes ou mesmo nos casos de depredacao do patrimoniopublico [8].
4.2 Definição
A proxima etapa foi marcada pela analise dos dados cole-tados nas pesquisas. Primeiramente, organizamos tais dadose os separamos em algumas categorias como acoes dos ma-nifestantes, acoes dos policiais, dados geograficos e meios derepressao.
MANIFESTANTESSEM A PROPOSTA COM A PROPOSTAAntes da manifestacao Antes da manifestacao
- Envia ofıcio a polıcia sobre amanifestacao;
- Envia ofıcio a polıcia sobre amanifestacao;
- Organiza e divulga por meiode redes sociais.
- Organiza e divulga por meiode redes sociais;
- Acessa o portal proposto parase informar sobre as manifesta-coes agendadas.
Durante da manifestacao Durante da manifestacao
- Se manifesta, apesar do medode sofrer represalia.
- Se manifesta sem medo desofrer represalia por causa dosaparatos extras;
- E guiado para zonas mais se-guras por meio dos escudos;
- Pode acompanhar em temporeal a manifestacao.
Depois da manifestacao Depois da manifestacao
- Vai para casa assustado;- Verifica e assiste os vıdeosdas manifestacoes do ponto devista dos policiais e dos drones;
- Vai para o hospital devido asrepresalias;
- Vai para casa satisfeito porter exercido sua cidadania;
Tabela 1: Manifestantes
POLICIAISSEM A PROPOSTA COM A PROPOSTAAntes da manifestacao Antes da manifestacao
- Recebe o ofıcio dos mani-festantes (que indica horario,data local e pauta da manifes-tacao);
- Recebe o ofıcio dos manifes-tantes;
- Faz o planejamento estrate-gico;
- Faz o planejamento estrate-gico;
- Atualiza o portal com as in-formacoes da manifestacao
Durante a manifestacao Durante a manifestacao
- Se posiciona conforme o pla-nejado;
- Se posiciona conforme o pla-nejado;
- Se esforca ao maximo paramanter a ordem.
- Se esforca ao maximo paramanter a ordem: orienta a po-pulacao por meio dos escudos;
- Utiliza o drone para moni-toramento e reposicionamentodos policiais;
- Utiliza a pulseira como meiode comunicacao silencioso;
- Faz o registro da situacao pormeio da camera dos capacetese do drone;
- Mantem a ordem de acordocom as orientacoes em temporeal da central de comando.
Depois da manifestacao Depois da manifestacao
- Faz um relatorio descritivodetalhado sobre os aconteci-mentos do evento;
- Faz um relatorio descritivodetalhado sobre os aconteci-mentos do evento;
- Toma as providencias cabı-veis.
- Toma as providencias cabı-veis com o auxılio dos vıdeos;
- Disponibiliza os vıdeo e o re-latorio no portal.
Tabela 2: Policiais
Com base nos dados, o publico-alvo do projeto foi carac-terizado como composto por homens e mulheres que tenhaminteresse em expressar a sua opiniao e/ou reivindicacao pormeio de manifestacoes de cunho social ou polıtico. A faixaetaria varia entre 15 e 50 anos [5] [15], as pessoas podemou nao possuir algum tipo de deficiencia fısica e moram empaıses da America Latina. Tambem podemos ressaltar queeles podem ser divididos em quatro perfis: 1. Policiais semo apoio da nossa proposta, 2. Manifestantes sem o apoio daproposta, 3. Policiais com o apoio da proposta, 4. Manifes-tantes com o apoio da proposta. E, a partir desses perfis,podemos tracar algumas caracterısticas da experiencia dosusuarios que sao indicadas nas tabelas a seguir.
Para finalizar a etapa, teve inıcio uma serie de discussoesacerca da interpretacao e validacao dos dados.
4.3 DesenvolvimentoPara a terceira etapa, realizamos algumas dinamicas para
estimular a criatividade da equipe, como a interpretacao depapeis de acordo com os perfis de usuario encontrados, alemde exercıcios criativos para desenvolvimento de solucoes [19].Sessoes de brainstorming tambem foram utilizadas para fa-cilitar a geracao de ideias para a solucao final.
Iniciamos, entao, o julgamento das ideias geradas. Osmembros da equipe conversaram entre si e selecionaram assolucoes mais viaveis e as que tinham a justificativa maisplausıvel em relacao ao problema e aos usuarios.
4.4 Prototipação e AvaliaçãoNa quarta etapa realizada, foram desenvolvidos prototi-
pos de media e alta fidelidade (wireframes e concepts) dasinterfaces do portal e dos outros itens da proposta. Alemdisso tambem verificamos a exequibilidade e os precos dosartefatos tecnologicos a serem utilizados para a execucao daproposta. Apos a criacao da solucao, iniciou-se a fase deavaliacao da proposta, por meio da apresentacao detalhadapara um grupo heterogeneo de 10 pessoas, na qual 8 sao alu-nos do curso de Sistemas e Mıdias Digitais da UniversidadeFederal do Ceara, e 2 sao servidores publicos da mesma uni-versidade. O grupo possui faixa etaria entre 18 e 25 anos e6 deles nunca haviam participado de uma manifestacao.
Nas entrevistas em profundidade, foram explicados o con-texto, os problemas identificados e os objetivos da propostaBrado, alem de terem sido apresentados os prototipos e ofuncionamento de cada componente. Logo apos, foi reali-zado o aferimento da proposta, por meio de uma entrevista,onde os participantes classificavam cada componente comum determinado numero de estrelas e contribuıam com suasopinioes.
Para finalizar essa etapa, foi feita a analise dos dados, quecontribuıram para a reformulacao da proposta, por conta dealguns aspectos avaliados pelos participantes. Ainda combase nos dados apurados, percebemos que os usuarios, emsua maioria, aprovam as solucoes apresentadas.
5. RESULTADOSPara analise dos resultados, apos a explicacao do projeto,
cada usuario foi brevemente entrevistado, com suas respos-tas gravadas com seu consentimento, a fim de recolher in-formacoes sobre a efetividade do projeto. Em seguida, foisolicitado dos avaliadores uma classificacao, em uma escalade 0 a 5 estrelas, para cada componente da proposta. Atra-ves da media desses dados encontramos a pontuacao final e
identificamos o nıvel de aceitacao dos componentes apresen-tados.
- C4.1 C4.2 C4.3 C4.4 C4.5AV1 5 3 4 5 5AV2 5 4 3 5 5AV3 5 3 4 5 5AV4 5 3 4 5 5AV5 5 3 4 5 5AV6 5 3 4 5 5AV7 5 2 4 5 5AV8 5 2 4 5 5AV9 5 5 4 5 5AV10 5 3 5 5 5
MEDIA 5 3 4 5 5
: Tabela 3: Resultados de avaliacao
6. CONCLUSÃO E TRABALHOS FUTUROSApresentou-se, neste trabalho, uma proposta de solucao
para os problemas encontrados no controle e monitoramentoda atividade policial durante manifestacoes de cunho sociale polıtico. O projeto inclui equipamentos que auxiliam norelacionamento entre polıcia e manifestantes com o intuitode tornar sua relacao mais pacıfica.
A avaliacao realizada mostra grande aceitacao da propostapelos entrevistados, e que grande parte deles motivou-se aparticipar mais, ou se sentiria mais segura durante mani-festacoes. Como trabalho futuro, propomos a ampliacao dosistema criado, com a inclusao de novos equipamentos e au-mento das funcionalidades da plataforma de streaming.
Alem disso, e necessaria uma avaliacao com uma quan-tidade maior de usuarios, e, persistindo-se os resultados dapesquisa inicial, iniciar os testes do sistema em manifesta-coes reais.
7. AGRADECIMENTOSGostarıamos de agradecer primeiramente a nossa querida
Ticianne de Gois Ribeiro Darin, que, alem de nos guiarquando estavamos confusos e perdidos na nossa propostainicial, sempre nos auxiliou no que fosse necessario. Aonosso colega Everardo Castro de Lima Junior, que esteve aonosso lado, nos acompanhando durante o processo de cria-cao. A Universidade Federal do Ceara, ao Curso de Sistemase Mıdias Digitais e todos os nossos demais professores, quenos possibilitaram adquirir o conhecimento necessario parao desenvolvimento desse trabalho. Aos nossos familiares e atodos que contribuıram diretamente e indiretamente para arealizacao desse projeto.
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[10] http://www.civilisac.org/derechos-de-la-sociedad-civil/derecho-a-la-protestapacifica.
[11]http://www.defensoria.sp.gov.br/dpesp/repositorio/0/documentos/ccsai/FolderCopa.pdf.
[12]http://www.fnazca.com.br/index.php/2015/10/20/fradar15
[13] http://www.lanacion.com.ar/1822028-ardio-tucuman-tras-las-elecciones-violenta-represion-amanifestantes.
[14] http://www.trabalho.df.gov.br/tipos-demanifestacoes.html.
[15]http://www.vanguardia.com.py/v1/index.php/edicion-impresa/politica/item/30116-no-permiten-que-manifestantes-lleguen-hastacartes.
[16] G. J. James. The elements of user experience:User-centered design for the web and beyond, 2010.
[17] L. Niemeyer. Elementos de semiotica aplicados aodesign. 2ab, 2007.
[18] D. A. Norman. Emotion design: Why we love (orhate) everyday things. 2004.
[19] D. Sherwin. Creative workshop: 80 challenges tosharpen your design skills. How Books, 2010.
[20] M. Vianna, Y. Vianna, I. K. Adler, B. Lucena, andB. Russo. Design thinking. Business Inovation, 2011.
[21] J. Walton. Debt, protest, and the state in latinamerica. Power and popular protest: Latin Americansocial movements, pages 299–328, 1989.
ESTELA: System of Humanitarian Aid to Migrants in Transit.
Carlos Martínez SandovalUniversidad Tecnológica de la
MixtecaKm. 2.5 Carretera a Acatlima, Huajuapam de León, Oaxaca.
9535320399 Ext. [email protected]
Cuauhtli Campos MijangosUniversidad Tecnológica de la
MixtecaKm. 2.5 Carretera a Acatlima, Huajuapam de León, Oaxaca.
9535320399 Ext. [email protected]
Alejandro González JiménezUniversidad Tecnológica de la
MixtecaKm. 2.5 Carretera a Acatlima, Huajuapam de León, Oaxaca.
9535320399 Ext. [email protected]
Anabel Herrera SorianoUniversidad Tecnológica de la
MixtecaKm. 2.5 Carretera a Acatlima, Huajuapam de León, Oaxaca.
9535320399 Ext. [email protected]
ABSTRACT This project aims to contribute in reducing social and migration problems that afflict migrants from Latin America and the Caribbean as they pass through Mexican territory.
By means of viable and reliable communication technologies, we can create a state of solidarity and humanitarian aid, propagating inclusion and cooperation among the social actors directly and indirectly involved in this phenomenon.
Categories and Subject DescriptorsGeneral TermsHuman Factors, Legal Aspects, Design, Security
KeywordsB.2 ARITHMETIC AND LOGIC STRUCTURES: Performance Analysis and Design Aids- Simulation, Verification, Worst-case analysis.
1. INTRODUCTION1.1 Migration Around the WorldThe growing economic and comercial interdependence between countries has implied an increase in the mobility of capital, resources, and people, as well [1]. It is estimated that there are currently 100 million international migrants in the world [2] and 15.4 million are refugees [3], which shows us that other factors exist, aside from economic ones, that motivate people to migrate as are political, social, cultural, and military factors, amongst others [4].
1.2 Migration in Latin America and the Carribean (LAC)According to figures of the Economic Commission for Latin America and the Carribean (ECLAC) 28.5 million Latin Americans and Carribeans reside outside of their country of origen. The United States of America is the main destination for 70% of them and to a lesser extent, some other country in LAC (%15) [5]. Since the 60s, the primary characteristic that has been present is emmigration without there being any record of signigicant movement of people returning to their countries of origin. The greatest presence of this type of this migration is in Mexico, Central American and Carribean countries.[6]
1.3 Mexico - A Country of TransitMexico is a country of origin, transit and destination for migrants, which is an extremely complicated situation; although there are no offical figures, it is estimated that each year about 150,000 migrants irregularly enter by way of the southern border of Mexico, primarily throught the state of Chiapas. These migrants are Central Americans, South Americans, and to a lesser extent extra-regional natives of Asian and African countries. [7]
Organizations of civil society indicate that the annual average of undocumented Central American migrants that enter into the country could be as high as 400,000. Due to the fact that they are not documented, there is no accurate data record. [8]
Figure 1. Migrants trying to reach their destination
2. PREDICAMENT2.1 Making a decisionMigrants decide to leave there countries of origen because they lack living conditions that are appropriate for their full development and on occasion, they live surrounded by violence and death threats, thus they prefer to risk their lives facing diverse problems to achieve prosperity. Leaving their communities is an undeniable personal decision.
2.2 Migrants in Transit Through Mexico: Primary RisksWhen they get to Mexico as undocumented migrants they face different risky situations, such as: abuses carried out by security guards, migration officials, police, military personnel, human traffickers and criminal gangs [9]; mugging and robbery; physical violence; sexual violence; kidnapping; torture and amputation; blackmail; exploitative labor (human trafficking); sexual exploitation (human trafficking); confinement; death. [10]
3. METHODOLOGY3.1 User-centered Design, Extended.UCD-e adds the “understanding” phase, which necessitates critical thinking and conceptual analysis on the foundation of other disciplines, which may include philosophy, psichology, cultural studies, anthropology, sociology, or design [11].
3.2 Initial Research and UnderstandingIn order to understand the migratory phenomenon it was important to compile documentary information, as well as consult with experts on the matter, which allowed us to find out various data in addition to the political, social, cultural and security effercts that define it.
The group “Grupo Beta,” located in Ciudad Ixtepec, Oaxaca, Mexico is among the facilities consulted. They shared their experience in assissting thousands of immigrants who gather at the aforementioned place, which is an important point due to the fact that the train route that connects to the Mexican states of Chiapas and Veracruz converges there. This group carries out trips along several kilometres of railroad searching for immigrants to whom they provide water first aid and transportation to hospitals, if needed. Additionally, they provide them with information about their rights.
Another institution that we was the National Human Rights Commission, also located in Ciudad Ixtepec, his institution shared his experience in the fight for the spread of the recognition of the human rights of immigrants. In Mexican territory there is great ignorance on the part of the state and municipal government agencies in order to treat immigrants. In addition, the latter are viewed and treated as criminals for not having the required documentation to stay in Mexican territory.
Likewise, civil society organizations are showing signs of making great achievements and an example of this is the network of shelters for migrants. These shelters are located strategically in places where the passage of immigrants was very large even before the implementation of the Southern Border Program. Many of these shelters received thousands of immigrants each month, numbers that have been reduced considerably by the diversification of the routes that they are forced to travel in order to avoid the monitoring posts. There are two shelters in the state of Oaxaca, “Centro de ayuda al Migrante A.C.”, located in the city of Oaxaca de Juarez, and “Hermanos en el Camino” A. C. , located in Ciudad Ixtepec, which together accommodate up to 3 thousand migrants per day.
We also received advice from the researcher and expert on migration Dr. Alma Cossette Guadarrama Muñoz, who is currently a professor and researcher at the Universidad del Istmo, campus Ciudad Ixtepec. She has conducted research on migration in southeastern Mexico, rights of undocumented workers, immigration policies and trafficking of migrants.
Similarly, the Institute of Oaxacan migrants was of great importance
EstudiarDiseñar
Desarrolla
rEv
alua
r
EntenderEntendimiento: Los migrantes sufren asaltos, robos, extorsiones, accidentes, no son atendidosinmediatamente, desconocen su situación jurídicay legal en el país por el que transitan.
Diseño: Desarrollo de un dispositivo deayuda humanitaria para el migrante
en tránsito.
Pruebas de evaluación:pruebas de usabilidad, retroalimentación.
Desarrollo: creación de prototipo de altafidelidad.
Estudio contextual: Centro de Orientación alMigrante A.C. (COMI) ubicado en la ciudad de
Oaxaca de Juárez y el albergue Hermanos en elCamino localizado en Ciudad Ixtepec.
Figure 2. Metting Migrants
Figure 3. UCD-E: metodology utilized
to us, because it allowed us to know the migration landscape of the state of Oaxaca mainly as an ejector of migrants.
3.3 Contextual StudyThe planning of the final solution is based on user needs, which was obtained from brainstorming with respect to the information gathered in the shelters: “Centro de ayuda al Migrante A.C.” (COMI) and “Hermanos en el Camino” AC, since they coexist directly with immigrants on a day to day basis and they are the ones who understand the poor conditions in which they arrive when they reach our state.
In these places we were able to observe and interview migrants from countries such as Guatemala, El Salvador, Honduras and Nicaragua, who shared the experiences they had during their journey to the shelters. They also explained to us what the reasons were in deciding to leave their country of origin, as well as their expectations about the trip that they had yet to take in order to reach their destination in the United States.
The immigrants shared with us the various dangers that they suffer along the way, such as: assaults, theft, extortion. Furthermore, in the event of an accident they are not attended to immediately, along with the above, they are unaware of their legal status in the country through which they pass.
We also note that migrants retained a low profile in their transit through Mexico (they do not carry electronic devices such as mobile phones, or ostentatious accessories); however, they possess general knowledge about the use of technologies, such as smart cell phones, computers, and internet, among others. This observation was carried out with 35 migrants.
3.4 Concept DesignWith the results obtained in the research and in the contextual study allowed us to generate through the technical sketchboard the general concept of the project: development of an electronic device for humanitarian aid to migrants in transit.
We have named this project “Estela”: System of Humanitarian aid to Migrants in Transit, in reference to the concept of the word stream, defined by the Royal Academy of the Spanish language such as: trail left in the air, a bright moving body, which gives meaning to our project, our motivation: do not lose lives of human beings during their migratory movement, on the contrary, have traces of them during their walk.
The proposed solution is to provide an electronic device that allows the immigrant to alert various institutions in the event that their life is in danger or their human rights are violated.
It’s important to place emphasis on the utility of the Estela device: humanitarian aid. Due to its nature, this project could be understood as an instrument for the propagation of illegal immigration in our country. However, according to our research there are federal programs that regardless of the legal situation of migrants, carry out activities of the same nature; and Estela seeks to be a technological solution that contributes in the operability of the activities of these programs, because migration is not dependent on the security that the bystanders have on their walk, this phenomenon is inherent to the global problems of social dynamics.
3.4.1 FeaturesEstela is an electronic device for geolocation, satellite communication and data storage. Estela is built by a traditional
interface of buttons, which according to the results, makes the performance of user tasks more efficient.
Estela performs three main tasks:
Task 1: Danger button:
When the migrant is in dangerous situations and could die (by a venoumous animal bite or sting, a fracture or amputation of body limbs, a stab wound or gunshot wound, a fire, kidnapping, extreme physical violence, etc.), you could press the danger button.
This task is technologically done by a GPS (Global Position System) module, which is responsible to determine the geographical location of the device through satellite triangulation.
» Task 2: Alert button:
In case the immigrant is a victim of mugging or robbery without physical violence, extortion, arrest by a police force or any unusual situation that does not require immediate attention, he could press the button located on the back of Estela.
This task is carried out technologically by a communication module which transmits the coordinates obtained by GPS to nearby satellite dishes; this task can be completed by the GSM methods (Global System for Mobile) / GPRS (General Packet Radio Service) or UHF (Ultra High Frequency).
It is important to highlight that each button must be pressed for more than five seconds for the signal to be sent and to be considered a real event.
Task 3: Record button
In case the immigrant is faced with a situation of abuse of power or discrimination, Estela allows the immigrant to make a recording for up to 20 minutes. The purpose of this function is to store data or information that yield elements to raise a complaint against the aggressor. This action seeks to empower immigrants as they recurrently are victims of abuse of power on the three Mexican police levels: municipal, state and federal, besides being discriminated by certain sectors of society.
For recording, the button must be held during the desired recording time.
This task is performed by an integrated standard audio recording system with a microphone which stores data on a MicroSD memory.
Figure 4. Task buttons
3.5 Construction and operation3.5.1 ConstructionEstela operates as follows:
• Symbology• Colour• Interaction•
3.5.2 Funcionamiento
3.5.2 Operation
1. Estela. The immigrant will activate Estela when he/she encounters on a situation of danger or alert.
2. GPS Satellite. Once the GPS module of the Estela device is on, the location is triangulated by satellite radio frequencies.
3. Communications satellite. Once the device is located, a signal will be sent to the terminal in which the Estela application is installed.
4. Data receiver. The device will pinpoint the location where the migrant activated Estela and may also review the type of signal that was activated (Danger or Warning).
5. Help. Once the signal is received, the shelter’s personal will call to the relevant sites, according to the type (Danger or Warning) Grupo Beta by INM, Red Cross, CNDH and/or the closest refuge to the location of the migrant.
3.6 EvaluationTo verify the design and the proposed tasks were clear to the user an initial assessment with 41 migrants was implemented.
First Prototype 3.6.1 - BraceletTaking into account the chosen concept, it was generated as low-fidelity first draft (in pencil and paper), a bracelet-like device for humanitarian aid to migrants in transit.
3.6.2 Detailed First Prototype - BraceletBased on the low fidelity sketch, a more detailed prototype of the bracelet that would allow us to simulate a real use environment was developed.
3.6.3 First Assessment - BraceletTests were developed with the bracelet using the WOz technique with real users (migrants) in order to validate the functionality of this first prototype.
3.6.4 FeedbackAfter analysing the results, various improvements suggested by users of our design concept of the project were found. Although the tasks of the device were appropriated, the design (bracelet) was not, for the second prototype these comments were taken into account.
3.6.5 Second prototype - PendantConsidering the improvements and suggestions from users at the first assessment, a detailed computer sketch with the corresponding changes was generated, especially in relation to the design of the device; it ceased to be a bracelet to become a pendant.
3.6.6 Detailed Second Prototype - PendantFrom the detailed sketch a high-fidelity prototype using a 3D printer was built, allowing us to define the design of our device (pendant).
3.6.7 Second Assessment - PendantWith our device developed, we tested the device using the WOz technique in real users (migrants) in the city of Ixtepec. The development of a high-fidelity prototype allowed us to perform usability tests with different users and in different contexts of use.
With the results obtained, it was possible to assess user acceptance and thereby subjecting it to expert analysis.
3.7 Final Results“If I had worn the device, my friend would still be with us”
- Honduran migrant.
UCD-e methodology was a key factor in the development of a viable prototype to offer humanitarian assistance to migrants in transit.
For our overall concept of the project, two devices were evaluated: a bracelet, and later, a pendant. The change was due to safety issues and discrimination, as users (migrants) could be quickly identified and put at risk.
For the first prototype, 54 tasks was implemented of which 96.2% were successful, while for the second prototype 92 tasks were performed and they had a 98.9% success rate.
Of the 41 migrants, 97% stated acceptance and confidence in the tasks that the devices performed.
Figure 5. First device prototype
Figure 6. User interacting with the device
4. SOCIAL IMPACTTo provide humanitarian aid to migrants in transit through Mexico is just a response to the precarious situation in which they are when they reach our country, because by not having the required documents, they are vulnerable to being treated like criminals.
Therefore, ESTELA has shown to be a means to prevent men, women and migrant children from losing their lives due to lack of medical care, water, food and shelter.
In turn, ESTELA seeks to promote the empowerment of migrants in transit in situations of abuse of power, extortion, assault, theft, etc., being a tool for storing evidence of such situations, and therefore, facilitate the search and punishment of those responsible.
Also, ESTELA intended to be a link that encourages and facilitates cooperation between the various institutions of humanitarian aid to migrants at national and international levels, and thereby expedite the implementation of their actions.
To fight for the respect of human rights of migrants in transit through Mexico is moreover, to fight for the human rights of migrants in the world.
5. CONCLUSIONSThe technology allowed us to offer affordable solutions, incorporating tools applied in other fields which are able to meet the migrants’ needs.
The User Centered Design methodology enabled us to achieve greater effectiveness, efficiency and satisfaction, all of which are reliable results to make our project and to obtain a device designed by and for the users.
ESTELA is an instrument that gives values to the human rights of migrants to live and to stay alive in dignity, peace and justice.
With the development of our research, we became aware of the opportunities we have to contribute to the improvement of our environment to support vulnerable groups.
In Mexico, although the respect for human rights of migrants has been legislated, in practice, optimal conditions for the exercise thereof are not given.
We consider that ESTELA is one of the voices that bind the claim for social support needs for our migrant brothers.
6. REFERENCES[1] Martinez Pizarro J.; Cano Christiny V. et al. (2014). Tendencias
y patrones de la migracion latinoamericana y caribeña hacia 2010 y desafios para una agenda regional. Publicacion de las Naciones Unidas. Consultado el 12 de agosto del 2015. Disponible en http://repositorio.cepal.org/bitstream/handle/11362/37218/S1420586_es.pdf
[2] Una contribucion conjunta del DAES y la OCDE al Diálogo de Alto Nivel de las Naciones Unidas sobre la Migracion y el Desarrollo, celebrado el 3 y 4 de octubre de 2013. La migracion mundial en cifras. (2013). p. 1
[3] Organizacion Internacional para las Migraciones. Hechos y cifras (2014). Consultado el 12 de agosto del 2015. Disponible en http://oim.org.mx/hechos-y-cifras-2
[4] Movimiento de la Poblacion: Las Migraciones. Tipos de Migraciones. Consultado el 12 de agosto del 2015. Disponible en http://objetos.unam.mx/geografia/migraciones/index.html
[5][6][7] Martinez P. J., Cano C. V. y Contrucci M. S. (2014). Principales patrones y magnitudes de la migración latinoamericana y caribeña. CEPAL - Serie Poblacion y Desarrollo N° 109.
[8][9] Organizacion Internacional para las migraciones. Hechos y cifras (2014). Consultado el 1 de septiembre de 2015. Disponible en http://oim.org.mx/hechos-y-cifras-2.
[10] Amnistia internacional. Problemas de la poblacion migrante. Consultado el 1 de septiembre de 2015 disponible en https://www.es.amnesty.org/paises/mexico/problemas-de-la-poblacion-migrante/
[11] Casillas R. R. (1012). La vigencia plena de los derechos humanos de los migrantes, Premisa insustituible en la relacion migracion y desarrollo. Mirando al norte: algunas tendencias de la migracion Latinoamericana. Ed.1ª. FLACSO.
[12] Harper R.; Rodden T.; Rogers Y. et al. (2008). Being Human: Human-Computer Interaction in the year 2020. England: Microsoft Research Ltd
[13] Secretaria de Gobernacion, Subsecretaria de Poblacion, Migracion y Asuntos Religiosos y el Instituto Nacional de Migracion. Guia para los Migrantes. México
[14] Huerta, Eduardo GPS: posicionamiento satelital / Eduardo Huerta; Aldo Mangiaterra; Gustavo Noguera - 1a. ed. - Rosario: UNR Editora - Universidad Nacional de Rosario, 2005. 148 p. 23x16 cm. ISBN 950-673-488-7 1. Tecnologia Satelital. -I. Mangiaterra, Aldo. II. Noguera, Gustavo. III Titulo CDD 629.46
[15] From GSM to LTE: An Introduction to Mobile Networks and Mobile Broadband visto en http://bibing.us.es/proyectos/abreproy/11141/fichero/PFC%252F4+Red+GSM.pdf
Figure 7. First and second (final) prototype devices together
SAGA
El robot actuante
Gloria A. Mendoza Franco Posgrado en Diseño Industrial
UNAM Circuito de Posgrados, Cuidad
Universitaria, C.P. 04510, Mexico D.F.
Alicia Sánchez Dirección de Danza
UNAM Circuito de Posgrados, Cuidad
Universitaria, C.P. 04510, Mexico D.F.
Minerva Hernández Dirección de Danza
UNAM Circuito de Posgrados, Cuidad
Universitaria, C.P. 04510, Mexico D.F.
ABSTRACT “Saga” es un proyecto transdisciplinario que involucra
especialistas en diseño, danza, arte multimedia e interacción
humano robot. Con el propósito de experimentar las posibilidades
y potencialidades de la robótica social dentro del arte, se plantea
un proyecto teórico práctico de exploración artística con la
participación de un robot como actuante. Se propone una puesta en
escena que tiene como personaje secundario a un robot
humanoide, que como cualquier otro actor, deberá generar un
discurso poético frente al espectador.
Keywords
Human-Robot Interaction; robots and arts; transdiscipline;
interaction design.
1. INTRODUCCIÓN
La robótica social, y en particular la Interacción Humano Robot
(HRI por sus siglas en inglés) trata de encontrar y analizar los
impactos de los distintos roles sociales que un robot podría ejercer
en el futuro [2]. Dentro de dichos roles se encuentran los robots
asistentes, educativos, de tareas domésticas, compañeros de
juegos, entre otros. Uno de los roles sociales que comienza a tener
un interés creciente en la comunidad de investigadores es el arte.
Dentro de la comunidad de la HRI es claro que la participación de
robots en las artes escénicas es un método apropiado y prometedor
para mejorar las técnicas de expresión robótica así como las
formas de interacción con humanos [3]. En este proyecto se
propone la puesta en escena de una obra dancística con
dramaturgia propia con el propósito de generar un diálogo poiético
entre los intérpretes (humanos o robots) y el público. En este texto
se describen los pormenores del proyecto.
2. PROBLEMÁTICA
Llevar a cabo una propuesta escénica con un robot activo en
escenario requiere de la participación conjunta y la colaboración
de diversas disciplinas. Por lo que el trabajo interdisciplinario en sí
mismo es complejo. Además, la utilización de robots en escena ha
demostrado tener algunos conflictos como la falta de fluidez en
diálogos e interacciones y la falta de emotividad de los agentes
robóticos al momento de tratar de interpretar [4].
Por otro lado, existen algunos proyectos que no hacen propuestas
escénicas reales y se limitan a solucionar cuestiones tecnológicas y
de programación [5,6]. La participación de un robot dentro de una
puesta en escena debe ir más allá de una serie de movimientos
programados [3] para que el espectador pueda trasladarse de la
realidad a la historia contada en la obra, es decir, que pueda
percibir la poética creada por el robot en escenario.
3. JUSTIFICACIÓN
Actualmente existe dentro del arte un creciente interés en la
inclusión de la tecnología de vanguardia. Ya que se vislumbra la
ciencia y tecnología como potenciadores de las capacidades
humanas o como nuevas oportunidades para crear de forma
distinta a la convencional [1]. En este camino de exploración,
también se abren nuevos escenarios y espacios para el desarrollo
tecnológico ya que también representa un nuevo conjunto de
posibles aplicaciones para los futuros desarrollos. Este proyecto
representa entonces una propuesta dentro de un campo de estudio
incipiente [7] y por lo tanto puede contribuir de manera
significativa para el trabajo futuro de colaboración del arte y la
robótica social.
Por otro lado, el interés de la HRI en el arte es cada vez más
frecuente porque la problemática no es sencilla de resolver.
¿Cómo pensar a un robot como creador? Los paradigmas que son
vigentes no permiten la concepción de robots artistas otorgándoles
el mismo valor que le es otorgado al arte humano, ya que la
creatividad, y sensibilidad propia del artista aún no se puede
desarrollar de forma artificial [8]. Sin embargo, existen formas y
mecanismos de integrar de manera fructífera a un robot dentro de
una pieza de arte.
Este proyecto además de pertinente por las temáticas que aborda
se vislumbra como un proyecto sumamente innovador.
4. PREGUNTAS DE INVESTIGACIÓN
4.1 Pregunta principal: ¿Un robot puede generar mimesis y poiesis?
4.2 Preguntas secundarias: ¿Cuál es la diferencia entre un robot y un títere?
¿Existe alguna diferencia para el espectador?
¿Un robot puede hacer el acto de la representación escénica?
¿Es posible lograr ficción al utilizar un robot como actuante?
5. HIPÓTESIS Con un proceso creativo desde el arte, orientado a la ficción, un
robot humanoide en escena puede dejar de ser considerado como
un utilitario y crear mimesis y poiesis, como lo hace un actor o un
títere.
6. OBJETIVOS
6.1 Objetivo general: Generar un discurso escénico sobre el tema de los Hikikomoris
mediante la interacción entre un robot humanoide y un bailarín
escénico.
6.2 Objetivos particulares:
Implementar un laboratorio de investigación creativo para la
puesta en escena de la obra SAGA.
Escribir un drama específico para la participación de un robot
humanoide como actuante en escena.
Diseñar movimientos, posturas y actitudes en un robot
humanoide para generar un diálogo poético en escena.
Observar con un método etnográfico la implementación del
laboratorio y su desarrollo.
Evaluar de manera longitudinal las impresiones y
experiencias de ejecutantes, directores y público, infantil y
juvenil en torno a la obra SAGA.
Sustentar una postura respecto a la participación de los robots
en el arte.
7. MÉTODO DE INVESTIGACIÓN
Para llevar a cabo este proyecto se implementará un laboratorio
de investigación creativo con los intérpretes de la obra. Dicho
laboratorio será considerado para fines de la HRI como un
escenario experimental donde un proceso de observación
etnográfica participativa permitirá valorar los rasgos más
significativos de la interacción entre el o los robots y las personas
involucradas en el laboratorio.
Para el estudio desde la HRI, la observación se divide en:
Observación del proceso de reconocimiento del robot por
parte del resto de los ejecutantes de la obra.
Proceso de diseño y toma de decisiones de la “actuación” del
robot.
Realización de entrevistas a los ejecutantes y directores para
recabar sus impresiones del trabajo con el o los robots.
Implementación de un método de valoración de la
experiencia de trabajo con el robot una vez que el laboratorio
se encuentre en una etapa avanzada.
Evaluación de la experiencia de los espectadores al ver la
obra, y de los ejecutantes y directores una vez terminado el
laboratorio.
Análisis de las impresiones y experiencias de forma
longitudinal.
8. RESULTADOS ESPERADOS Al término del proyecto se plantea obtener:
Un documento de investigación en el campo de HRI que sea
publicable en revistas internacionales.
La muestra del proyecto en Congresos y Encuentros
académicos.
Un laboratorio artístico frente a público
Presentaciones en foros universitarios.
9. REFERENCIAS
[1] Apostolos, M.K. The Robot As Art: Novelty Or Nuance?
Delicate Balance: Technics, Culture and Consequences,
1989, (1989), 29–33.
[2] Goodrich, M.A. and Schultz, A.C. Human-Robot Interaction:
A Survey. Foundations and Trends® in Human-Computer
Interaction 1, 3 (2007), 203–275.
[3] Hoffman, G. On stage: robots as performers. RSS 2011
Workshop on Human-Robot Interaction: Perspectives and
Contributions to Robotics from the Human Sciences. Los
Angeles, CA, (2011).
[4] Hoffman, G., Kubat, R., and Breazeal, C. A hybrid control
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Test de tareas con usuarios para e-book con tema especializado
Mónica Forero Díaz
Universidad Nacional
Bogotá, Colombia
Paola Patricia Parra
Universidad Nacional
Bogotá, Colombia
ABSTRACT
El propósito de este documento es dar a conocer el caso de
testeo con usuarios de un e-book con contenido
especializado. El test abarca desde la percepción del usuario
frente a la apariencia de la portada hasta la interpretación
del contenido. El artículo presenta cada una de las
actividades y tareas planteadas antes, durante y después del
test, así como los principales hallazgos y conclusiones tanto
para el cliente como para el laboratorio. El artículo
completo presenta la metodología empleada, las tareas
planteadas a los usuarios, protocolo empleado e informe de
los resultados. La experiencia se sugiere como un proceso
replicable para el testeo de e-books con temas
especializados.
Palabras clave de autor
Experiencia de usuario; e-book, testing, usabilidad.
ACM Classification Keywords
H.5.2 User Interfaces: Evaluation/methodology
INTRODUCCIÓN
El laboratorio de usabilidad de ViveLab Bogotá es un
espacio interdisciplinar que presta servicios de análisis y
diagnóstico en usabilidad y experiencia de usuario. El
objetivo de este proceso es ayudar a evidenciar los
problemas existentes en emprendimientos de base
tecnológica y variedad de proyectos digitales.
PLANTEAMIENTO DEL PROBLEMA
En el segundo semestre de 2014 llegó a ViveLab “The
Corner” una empresa especializada en prestar asesoría para
la planeación estratégica de proyectos empresariales,
solicitaron testear el primero de una serie de e-books en los
que se da a conocer la metodología empleada por la
empresa así como una serie de herramientas útiles para los
emprendedores y gerentes de proyecto. Aunque el interés
principal de The Corner era conocer las reacciones de los
usuarios frente al contenido del e-book, el reto en términos
de testeo radicó en analizar si había comprensión y
apropiación del contenido en términos de lenguaje
utilizado, presentación de la información, nivel de
profundidad y cantidad de texto, así como la aparente
percepción de utilidad del producto desde la perspectiva de
los emprendedores. Por lo tanto el test debía permitir
encontrar lineamientos claros para un manejo apropiado del
lenguaje y de la información con el fin de lograr la
apropiación del contenido y su posterior aplicación por
parte de los emprendedores.
METODOLOGÍA
El testeo y análisis del e-book se realizó en condiciones
ideales dentro del laboratorio de usabilidad de ViveLab
Bogotá, que se compone de dos espacios, una sala de
pruebas y una sala de observación que se comportan como
una cámara de Gesell, en uno de los espacios se ubica al
usuario que va a interactuar con el producto, junto a él se
sienta un facilitador que lo acompaña y orienta para que
realice una serie de tareas propuestas en el protocolo. En el
otro espacio se ubica un equipo de observadores que
realizan anotaciones de la interacción, expresiones,
inquietudes y errores presentados en el prototipo que se está
evaluando. Haciendo uso del software Morae se registró en
audio y video cada una de las sesiones.
Antes del test
Junto con el cliente se diseña un protocolo en el cual se
definen el escenario y las tareas que realizará el usuario,
para este e-book se definieron 7 tareas que permiten obtener
información relacionada con la portada, el contenido y la
gráfica del libro, también se definieron una serie de
preguntas que permiten al facilitador guiar al usuario con el
objeto de obtener la mayor cantidad de información durante
la sesión de testeo. Los usuarios seleccionados para esta
prueba fueron emprendedores que estuvieran desarrollando
sus modelos de negocio, el test se planeó con 2 pruebas
piloto y 4 test completos.
Acerca de la prueba piloto
Se validó el protocolo con dos usuarios, como resultado se
identificó que era necesario hacer ajustes al prototipo del e-
book, entre ellos: se decidió cambiar el texto de la
introducción y crear un primer capítulo que resumiera los
principales contenidos del e-book, el cual debe permitir
entender la metodología y las herramientas ofrecidas por el
libro sin entrar en detalles, para medir el interés y la
claridad del contenido. A la portada se le agregó un
subtítulo dado que el título no daba cuenta de que era el
libro y qué se podía hacer con él. Finalmente se corrigió el
protocolo y se optimizo el tiempo de la prueba.
Tareas (T) solicitadas a los usuarios
Cada tarea se define en términos de: Descripción de la
tarea, objetivo (qué información se está buscando) e
instrucciones para el facilitador (guion para el facilitador,
preguntas que se pueden hacer al usuario e instrucciones
para salir de situaciones problemáticas durante el test).
T1: Identificar si la portada resulta interesante. Se le
muestran al usuario 5 portadas de diferentes e-books. T2:
Conocer la expectativa del usuario en relación con el
contenido del e-book. Antes de que el usuario abra el e-
book se le pregunta qué expectativa le genera el libro.
T3: Conocer la relación del usuario con la ayuda y la
ubicación de la misma. T4: Conocer si los usuarios
encuentran claridad en la introducción. Pedirle al usuario
que lea la introducción del libro y preguntarle: ¿Cómo te
parece la introducción? ¿Qué puede resultar confuso? ¿Es
esto lo que esperabas encontrar? T5: Conocer si los
usuarios encuentran claridad en el primer capítulo. Pedir al
usuario que lea el primer capítulo del e-book con el objetivo
de identificar la interpretación que el usuario da al
contenido presentado en este capítulo. Luego se realizan
preguntas específicas relacionadas con el contenido. T6:
Conocer si las infografías son claras y atractivas. La tarea
consiste en revisar con el usuario cada una de las gráficas (4
en total) y preguntar la relación de estas con el contenido
del e-book y entre sí. T7: Conocer el precio que se pagaría
por el e-book e identificar los sitios en los que el usuario
espera encontrar el libro para la venta. Solicitar al usuario
que indique en qué lugares espera comprar el e-book y qué
precio pagaría en una escala de valor entre 0 y 30 USD. Durante el test Se realizaron pruebas con cuatro usuarios aplicando la
metodología de pensamiento manifestado, que consiste en
que cada participante expresa de forma verbal las acciones
que realiza durante la interacción con el prototipo que se
está analizando. Cada sesión duró en promedio 50 minutos,
en este tiempo se realizaron las tareas propuestas mientras
se aplicaba la metodología de observación y análisis agile,
que consiste en recolectar observaciones detalladas para
cada una de las tareas en relación con las dificultades o
aciertos durante la interacción del usuario, cada comentario
se registra en un post-it identificado con el número de la
tarea propuesta, las observaciones se realizan por dos o más
personas. Al finalizar el test con cada usuario, los
observadores y el facilitador agrupan y organizan la
información recolectada, comparan las apreciaciones de
cada uno y generan sugerencias para optimizar el
contenido. Después del test
Se realiza un análisis detallado usando el software Morae
Manager, identificando los problemas que los usuarios
detectaron asociados a cada tarea, se elabora un listado de
hallazgos, se compara con las observaciones ágiles y luego
se genera un informe que contiene para cada tarea
realizada: descripción de los problemas encontrados,
causas, síntomas y sugerencias.
RESULTADOS O HALLAZGOS Resultados por tarea: T1Portada: Se logró evidenciar que el
estilo gráfico propuesto era atractivo debido a que contiene
pocos elementos, son claros, fáciles de entender y bien
logrados. T2: Expectativa. Se hizo evidente que el título
propuesto "Cómo identificar los mejores clientes para mi
página web" no refleja el contenido del libro y genera falsas
expectativas, los bloques de texto no resultan atractivos ya
que no comunican la información que las personas desean
encontrar en la primera página. T3: Relación del usuario
con la ayuda Tanto en el test piloto como en los otros los
usuarios se encontraron con la ayuda cuando no la estaban
buscando y manifestaron inconformidad. Era necesario
pensar en una nueva ubicación de la ayuda, así como en una
nueva presentación de los contenidos. T4: Claridad en la
introducción. Solo 1 de los 6 usuarios leyó la introducción
hasta el final sin dificultad. Los otros consideraron que el
texto era demasiado largo o se desconcentran durante en el
proceso, encontraron el lenguaje confuso y no terminaron la
tarea. Uno de los usuarios que terminó la tarea sin dificultad
piensa que la introducción es interesante, está bien hecha,
trata de enganchar al lector con la temática del libro y trata
de ser específica en relación al perfil del e-book. T5:
Conocer si los usuarios encuentran claridad en el primer
capítulo. Es una tarea larga y que requiere esfuerzo, al final
los comentarios de los usuarios aunque son conocedores e
interesados en el tema no son positivos: "El contenido no
tiene la rigurosidad académica a la que estoy
acostumbrado". "Me interesa el tema, pero deben
motivarme para leer". "Hay otros texto que tratan de lo
mismo y son más amigables". "El libro me interesa y
comprendo el lenguaje, pero cuidado con los detalles". "No
tengo cabeza para leer, necesito herramientas prácticas ya".
T6: Conocer si las infografías son claras y atractivas. El
estilo gráfico funciona, es serio, atractivo y claro. T7:
Conocer el precio que se pagaría por el e-book. Se obtuvo
un promedio de 10 USD. CONCLUSIONES
Es posible realizar un test en el que se identifique
información útil para mejorar la gráfica, la organización de
la información y el lenguaje usado simultáneamente. Pero
es importante que las tareas estén claramente discriminados
y las preguntas realizadas por él facilitador estén orientadas
según esos objetivos.
Pedirle a los usuarios que lean un capítulo completo de un
libro especializado es útil para evaluar si realmente las
personas tendrían interés en comprar el libro y leerlo,
además permite aprender sobre la relación entre las
personas y la información presentada.
La presencia del cliente como observador y partícipe en el
proceso de análisis ágil permite identificar información que
para un observador no vinculado sería imposible. En este
caso en particular, aunque el cliente parecía conocer a su
usuario resultó que el perfil era demasiado abierto. Esta
experiencia le permitió al cliente perfilar mejor a su usuario
real aunque este no era un objetivo del test
Participatory design for accessible e-tourism: the case of people with visual impairments
María Inés Laitano
Laboratoire Paragraphe, Université Paris 8
Saint-Denis, France
ABSTRACT
Provide accessible tourist information not only involves
providing a website that meets accessibility standards but
also provide information on physical and communicative
accessibility of the tourist place or service. To this end, this
paper presents an accessible participatory design
methodology involving both users with visual impairments
and website "owners". Advantages over other participatory
design methodologies are discussed.
Author Keywords
Inclusive design; Participatory design; People with visual
impairments; Web accessibility; e-Tourism; Screen reader
users; User interface.
ACM Classification Keywords
D.2.2 Design Tools and Techniques; H.5.2 User Interfaces.
INTRODUCTION Despite the significant development of e-tourism, i.e. the
promotion of tourism and its associated services via the
Web, accessible tourist information for visually impaired
people is still quite limited. Provide accessible e-tourism
not only involves providing a website that meets
accessibility international standards (WCAG) but also
provide information on physical and communicative
accessibility of the tourist place or service that is being
promoted [5]. It is therefore necessary to implement a
design process that does not only pursue standards
compliance but also consider the user expectations and
needs [2] as well as the website "owners" strategy [4].
Participatory design is a design perspective that aims to
collaborate with end users throughout the design process,
rather than designing for them. Traditional methods of
participatory design, like paper prototyping, are not adapted
to people with visual impairments. This article makes an
adaptation of participatory design in order to respond to the
singularities of people with visual disabilities. In this way,
it presents an original design methodology that was
implemented to design accessible e-tourism in the city of
Rosario (Argentina). Advantages over other participatory
design methodologies are finally discussed.
RELATED WORK
Participatory design including people with visual
impairments was implemented, for example, using
scenarios to design a search interface [6]. First, people with
visual impairments were observed using search engines to
identify what features the interface should have. Second, a
scenario was narrated around these features. Finally, the
designer and each user dialogued on the basis of this
scenario, simulating the interaction.
NaviPlan [1], a software to plan itineraries for people with
visual impairments, was also designed in a participatory
manner. This project was started by a meeting with users to
understand their needs and their displacement perception.
Then, brainstorming sessions were made between users,
designers and a trainer on locomotion to produce design
ideas. These ideas were implemented in programmed
prototypes that were tested by users.
Regarding accessible design applied to e-tourism, although
there are specific solutions [7], works on participatory
design applied to e-tourism have not been gathered.
PROPOSED METHODOLOGY
The proposed design methodology points to both the target
users and the website "owners" are actively involved
throughout the design process. In the case under study, the
website "owner" was the Rosario tourism agency and users
were people with visual impairments. The methodology is
divided into the following 5 stages:
Step 1. Survey of expectations and ways of use
It is performed under the focus group modality (Figure 1).
In addition to the target users and the website designers, the
website "owners" are involved in order to listen to first-
hand user feedback. In the case under study, users with
blindness and low vision were called together, in a wide
range of ages and different levels of digital literacy. On
behalf of the Rosario tourism agency, executives and
communication managers were present. The research team
fulfilled the role of designer and moderator. They invited
users to give their opinion on web accessibility barriers in
general, on their ways of using the Web and on their
expectations for tourist information.
Step 2. Design proposal
The designers together with the website "owners" made an
initial design proposal taking into account both the users
expectations and the "owners" communicative strategy. The
design proposal takes the form of visual mockups, as it was
done in the case under study.
Step 3. Getting an early feedback
Designers discuss the design proposal with users using the
dialogic prototyping technique [3]. Dialogic prototyping is
a kind of low fidelity and "Wizard of Oz" prototyping in
which the designer simulates the screen reader reading and
the user interacts orally. In the case under study, the design
proposal was discussed with some of the users with
blindness who had participated in step 1.
Step 4. Development
The definitive design is developed taking into account
accessibility standards. The case under study is currently at
this stage.
Step 5. Final Test
Users perform a test on the final version of the website in
their daily work environments and report the results. This
step was still not executed in the case under study.
Figure 1. Focus group with target users, website designers and
website "owners".
CURRENT RESULTS
The proposed design methodology in this paper makes
contributions in the field of participatory design in general,
in the field of participatory design with people with visual
impairments in particular and in the field of accessible e-
tourism.
On the one hand, the methodology brings together the
website "owners" and the target users throughout the design
process. This way of working leads to a negotiation
between the users’ expectations and the "owners"
communication strategy.
On the other hand, the technique of focus group versus the
observation technique [6] has the advantage of creating a
more relaxed environment where users do not feel “under
study”. In addition, there are not observers who draw
conclusions from the users’ ways of use but users who draw
conclusions from their own ways of use. Compared with
including a person with visual impairments in the research
team [6], the focus group technique has the advantage of
providing feedback from many and diverse users.
Compared with programmed prototypes [1], the dialogic
prototyping technique presents the benefits of a prototype
that requires no programming (such as paper mockups): it is
produced quickly and may be modified during the
discussion. In addition, the dialogic prototyping validates
the appropriateness of key elements for accessibility, such
as names of hyperlinks, buttons and labels; alternatives for
images; headers content; among others. Also, the screen
reader simulation made by the designer is more realistic
than the narration of a scenario [6] and allows the user to
build a more concrete idea of the interface.
Finally, participatory design is a relevant perspective for
developing accessible e-tourism because it allows providing
not only accessibility compliant websites but also tourist
information that is accessible from the user point of view.
ACKNOWLEDGMENTS
This research received financial support from the Ministry
of Science and Technology of Argentina, from the
Secretariat of Tourism of Rosario, from the Centro de
Investigaciones en Mediatizaciones and from the
Universidad Abierta Interamericana.
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