Educational Online Video: Opportunities and Barriers to Integrate it in the Entertainment Consumption Routines
Carolina Almeida – CIC.Digital, Digimedia University of Aveiro, Portugal
Pedro Almeida – CIC.Digital, Digimedia University of Aveiro, Portugal
Abstract: General population and particularly teenagers are increasingly using mobile devices for video consumption instead of the regular TV set. Considering that the top motivation for video consumption is to seek for entertainment, there is an opportunity to try to capture some of those moments for educational content enriched with some entertainment characteristics. This PhD study aims to identify narrative and technical characteristics to incorporate in educational videos, designed to be consumed in informal contexts in new media platforms. These characteristics will be identified by analysing the preferences of teenagers aged from 12 to 16 years old that attend the Portuguese public school system. Furthermore, the research team expects to understand if educational videos enriched with the referred characteristics are able to be included in entertainment consumption routines of these viewers. The results already achieved allowed to identify that some of the most valued characteristics are the comic approach, the integration of animations, the relaxed yet clear presenter style and the low level of scientific detail in explanations in the video. There is an on going validation of the willingness for the inclusion of this type of contents in informal video consumption routines of teenagers.
Building Trust in Personal Data Driven Media Experiences
Neelima Sailaja – The Mixed Reality Laboratory, University of Nottingham, UK
Abstract: The turn towards personal data to drive modern media experiences is increasing at a remarkable rate. Along with all the technological innovations this shift promises, it also entails certain caveats like loss of user trust, which demand immediate attention and response in order to ensure sustainable growth in this domain. A user study of personalised Electronic Programme Guides powered by user personal data uncovered loss of user trust as one of the overarching challenges faced by such novel experiences. Further studies involving service providers unpack loss of user trust as a major risk of using personal data, where the need for design practices and solutions that help alleviate this concern is highlighted. This research, having uncovered such a need, intends to further explore this space through the design, development and evaluation of a data driven media experience that prioritises user trust throughout its various stages of realisation.
Implementation of a Participatory Design Process in Designing an Educational Mobile Game for Primary School Students: A Case Study in Malaysia
Rozana Ismail – Advanced Informatics School, Universiti Teknologi Malaysia, Malaysia
Roslina Ibrahim – Advanced Informatics School, Universiti Teknologi Malaysia, Malaysia
Abstract: Over the years, the technology integration has been increasingly evident in the higher education institutions. Nevertheless, traditional teaching and learning methods are still largely implemented in the primary schools of the developing countries. Despite the teachers and the students being technology savvy, passive learning is still being practiced in the primary schools of Malaysia. The digital educational game is one of the alternative assessment options capable of enhancing the learning experience of the students. The educational game design is crucial in attracting the attention of the students while fulfilling their learning needs. This research, therefore, aimed to identify an optimal participatory design (PD) process with a suitable mobile game design framework. This research is now at its third phase. All the inputs have been conceived from the previous phase into this phase. Purposive sampling and interview have been done in the first phase and the input for the following phase of the game workshop setting has been delivered. In the third phase, the participants will design an educational game based on the input from the second phase, where the data were qualitatively collected using observation, picture and field notes. Finally, to map the findings from the third phase to the final stage, it was suggested that a game design document (GDD) should be incorporated in the future research works as the final input to complement the game prototype phase.