In addition, I would like to thank Professor Hui Sung Lee, who carefully studied the thesis during a busy time and kept a sense of humor when I lost mine. I would also like to thank Kyeong-ryong Lee, a researcher who helped me with my research.
INTRODUCTION
- Background
- Research Aim and Method
- Research Scope
- Thesis Structure
The aim of the current research is to provide greater learning motivation through an interactive product that supports peer learning activity. Finally, we suggest product design improvement that reflects user study and conceptual design of mobile application dedicated to peer learning activity.
PRELIMINARY STUDY
Related Works
- Data Physicalization Through Tangible User Interface
- Abstract and reflective information through unobtrusive interaction methods
- Physicalizing data through metaphors
- Interpersonal Communication Through Tangible Interface
- Tangible interface for expressing movements or gestures
For example, Calm Station demonstrates various types of mobile notification through the speed and pattern of the rolling ball. Moreover, interpersonal communication through a tactile interface conveys fun experiences revealed by one of the earliest study (Brave, 1997).
Summary and Reflections
FLIPME
Design Features
- Real-time Feedback on Peer Learning Activity
- Tactile Interpersonal Communication
- A Common Goal Indicator
Through the metaphor of flipping the book on top of FlipMe, students can inform peers about the status of their learning activity. For example, when a paired peer begins to study dedicated online educational content, the personal learning companion begins to scroll as if the paired peer is reading a book through the top of the product. The goal of the handle design was that a user could rotate the handle when (a) they want to start learning together and/or discuss the educational content they are watching at the same time and/or push the colleague to complete the goal (roll the ball to the end).
As a student turns the handle, it redirects the same number of turns to the friend's upper part of the product. 12 The handle design is inspired by the pencil sharpener that we can easily see on the desk as well as books. A ball placed in the front starts moving when one and/or two partners start watching a video, and it reaches the end of the part once the two paired students complete the task to complete.
In this way, students can check the progress of their study task abstractly and they can motivate each other to complete the goal cooperatively. The goal-oriented visual presentation also complements the theory of goal setting (Locke, E.A., 2001) that it should be easy to assess progress and inform when the user has achieved the goal.
Interactions
- Initial Prototyping
When the deadline of certain chapter is finished, the ball moves back to the starting line and the cooperative race will start again. If the student wants to inform the peer more directly when watching a video that only offers the same pattern and speed of card switching, he can turn the handle on the right side of the product through certain patterns or speeds. The handle recognizes and provides the user's turn through nine different patterns so that it provides various information types to a peer's connected FlipMe.
For example, if the rolling ball court is mapped with 30 minutes of video, and only one user watched 30 minutes in total, the location of the ball will be in the middle of the court (50%). When the user (left) starts studying and/or turns the handle, FlipMe from the peer (right) physicalizes the user's learning activity or nudge. On the one hand, when a peer starts a learning activity, the cube-shaped product starts to flip cards.
On the other hand, users can stick the elastic part on top of the product, then the peer will recognize a friend's stick through the soaring shape of the flexible top part of the product. Iterative prototyping process: Initially, the products are divided into each interface type. 0) 'Poking'. prototyping, 1) Common target indicator prototyping, 2) 'FlipMe' 1st generation and 3) Housing structure of FlipMe 2nd generation.
Implementation
- Hardware
- Main body
- Common goal indicator design
- Book metaphor flipping part design
- Handle
- Wooden lower body
- Software
A neodymium magnet with a diameter of 8mm was used to provide information of the progress of the common goal at the front of the body (Figure 12). To implement the movement of the ball type magnet, two gears with a gear ratio of 1:1 with a diameter of 32 mm were cut by the laser cutter and were plugged with 180 ° servo motor and the plate with a small cylindrical magnet was installed on the back of the circular relief area. Finally, as the servo motor begins to rotate, the plugged gear itself rotates, they transfer the rotation to another gear installed with the plate at the back of the circular embossing area, and as a result, the cylindrical magnet at the back of the body rotates the ball-shaped neodymium magnet in front.
The most challenging part of designing the flipping card mechanism was finding the right material for the cards, which must have the right flexibility, durability and thin enough thickness not to cause jams as the cards spin. Then the rest of the product was designed with a small aluminum needle (0.3mm) to hold the card securely and release it when book pages are turned. The interior design of the lever considered installing a 360° rotary encoder module (Grove-Encoder) that records the number of rotations of the lever by a user to the MCU (511-Nucleo-L432KC) to achieve the same pattern/number of rotations to the linked peer.
Finally, on the underside of the wood, the 3D printed cable holder was installed. If the stepper motor control is necessary due to the user's video viewing or the manipulation of the other party's handle, execute the control command (pattern execution, low-speed continuous rotation). In the case of the handle, its rotation pattern is divided into 10 levels and recorded by user input as one rotation per second, and the data is immediately reported online).
USER STUDY
- Study Aim
- Methodology
- Participants
- Method
- Interview Design
- Data Logging
- Methodology
- Quantitative data
- Findings
- Physicalized Learning Activities Encourage Each Peer
- Book flipping metaphor added emotional value
- Interpersonal playful-haptic communication
- Rolling Ball Promotes Collaborative Attitude
- Relationship between the number of spinning a handle and messages
- Relationship between learning styles and interactive activities
- Temporal Notification
- Summary
The experiment was conducted through the procedure of introductory question (10 minutes), video observation (40 minutes), discussion session between participants (15 minutes) and retrospective interview (10 minutes). Outcomes of learning style for team building and ice breaking in early interviewing. The length of the video content was set to be similar to the length of the previous study exploring student dropout rates while watching the video (Justin Pope, 2015).
The data logging source is the YouTube player connection connected to the Internet server and various FlipMe sensors (1, 2) such as the rotary encoder. However, the correlation between the number of handle flips and the number of messages exchanged (Table 4) was high (Pearson's r = 0.81), suggesting that participants who texted frequently were also likely to flip their FlipMe handle frequently. P8 added: "I felt the pressure, but I wanted to help quickly because of the team project."
About a third of the participants positively assessed that the book's turning metaphor fulfills the feeling. P1 described "I hear the sound of the card running and I don't use my mobile phone because it seems to look at me kindly." P8 attached to the location of the ball at the time of discussion “I wanted to discuss with my friend when the beads reached the end.
This is assessed by retrospective interviews that the information of the flip card and the location of the ball prompts people to recognize the given task (the answer sheet in our experiment).
DISCUSSION
Discussion Points
- ASMR vs. Obtrusive noise
- Scenario 1: Watching condition and status of product are connected
- Scenario 2: Sleep button
- Playful-Haptic Interpersonal Communication
- Table-top Companion Attachment
- Predictable Information
To overcome the above design limitation, further iterations of the FlipMe concept will attempt to incorporate gamified peer experiences and propose that an adversary receiving a signal can selectively communicate via a sleep mode ON and OFF. With the addition of sleep mode, different states of the product can be provided by changing the front panel illumination (Figure 21, power on, power off, sleep mode, error occurs, and system loading). As a desktop product, one of the most important elements in design and manufacture is aesthetics (Donald A. Norman, 2004).
In addition, we believe that it is important for a product to provide emotional affection as a mediator between users and friends. One person also had an attachment as a companion to the product itself (P1) and said that the "study" visualization was a pressure to study, but was attracted by the beautiful appearance of the design (P8). As an emotional factor related to the interaction, some have said that the turning motion resembles the movement and sound of reading a book and stimulates emotions (P.
Some have said that the information about the metaphorical indicators on the front is ambiguous. Predictable indicator design: the dot in the center represents the 'Ready' status and the ball starts from '0'.
Limitations
- Study Environment
- Measuring Online Discussion
- Improvement of Mechanical Structure for System Stabilization
Application Proposals
The home page of the FlipMe application (Figure 24) provides information on peer learning activity, unlike existing online learning providers. 0) Title Screen, 1) Social / Lecture Buttons, 2) Personal Profile: My Name, Video Content to Watch, Timeline and Video Play Call to Action Button, 3) Breadcrumbs: Peers (Team im) - All users - Rankings, 4 ). The symbols of students who are currently watching educational video content rotate as interaction similar to the product design, which rotates (flips) the cards when it recognizes that my friend is studying, 5) When the user zooms in on the friends' symbols, more specific peer information is displayed. Finally, students can communicate about the specific time of the video (Figure 25), also can add a discussion point in each area.
The user can check online/offline friends on this video content, 2) The graph indicates the number of peer activities such as discussion on the specific part of the video.
CONCLUSION
Summary and Contribution
Further Study
Music is as distracting as noise: Differential interference from background music and noise on cognitive tests of introverts and extraverts. Course design based on Kolb's learning style in relation to student success in online classes.
