This is the virtual presentation used at EduLearn21. BLENDED & MOBILE LEARNING Event: EDULEARN21 Track: Digital & Distance Learning Session type: VIRTUAL Abstract: https://iated.org/concrete3/view_abstract.php?paper_id=88226 Proceedings of EDULEARN21 Conference 5th-6th July 2021 ISBN: 978-84-09-31267-2 pages 1056-1066

1. USER EXPERIENCE DESIGN AND USABILITY TESTING FOR
MOBILE TECHNOLOGY SUPPORT IN OUTDOOR EDUCATION
Dr. Renée Schulz
Osaka University// University of Agder

2. Introduction
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Source: https://www.idc.com/getdoc.jsp?containerId=prUS47534521

3. Introduction - wearables in teaching?
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4. Context of Teaching Skiing and Snowboarding
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5. 5

6. 6

7. 7
Teacher

8. 8

9. Wearables in Sports Education
• Activity/ inactivity [6]
• Personal tracking and quantified self [5, 7]
• Tracking climbing routes [8]
• Analyse and enhance runnig techniques [9]
• Motivation in hockey [10]
• Generally low usage even though rising availability [3, 4]
• Missing affordances (?) - specific design [4]
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10. Methodology
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HCD Process
Literature Review
Questionnaires
Interviews
Field Research
Focus Group/Group Interviews

11. Dynamic Learning Task Design
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12. Dynamic Learning Task Design
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13. Dynamic Learning Task Design
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• From both insights (learning tasks and game tasks)
• The structure for tasks in the DynQ core concept was outlined as:
• Trigger(s)/Dependencies
• Sensor Logging
• Feedback
• The structure supports the needed processes for task creation,
distribution, and feedback

14. 14

16. UX and User Testing Results
System Testing and Evaluation
• Most problems and limitations lie in the areas of communication between devices and
• cloud storage when students are in a zone without cellular connection/Wi-Fi for a long
time.
• Saving battery/ weather/ temperature is not good for batteries and touch screens
• Calculation of results, CPU/RAM power, cloud connection
• Size of GUI/ gloves
• Intervals of logging
• Touch gestures
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17. UX and User Testing Results
UX of Task and Sensor Data
• Recorded data must be very specific/specified
• Important for logging/feedback as well as task triggers
• “Full freedom” of choice, is too confusing
• Useful examples could be:
• Average speed during a task, maximum speed during a task, highest acceleration (for some tasks) over a
certain amount of time, number of accelerations, and time spent doing a task/ completion time.
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18. UX and User Testing Results
User Interaction Flow
• Interactions need to be short/fast (cold, snow, weather, clothes)
• Main functions in plain sight
• Only own courses shown (both for teachers and students)
• Interaction affordances clear
• Sensor usage must take users smartphones battery life into account
• Personalized tracking/ settings changeable
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19. UX and User Testing Results
Multimedia Content Requirements
• Multimedia content additions, e.g., pictures and videos for training
• Reason: observing and understanding techniques
• Recording options to send multimedia content back to the teacher and for self-evaluation
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20. UX and User Testing Results
Learning Task Location
• Start/end points of tasks are important – selection must be easy
• Both locations shown together, plus a path??
• Clear creation options for triggers, visible and hidden tasks and what feedback should be collected etc
• Clear instructions for creation/teachers and students
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21. UX and User Testing Results
Students‘ Perspective on Learning Task Design
• the positive impact of feeling the progression of learning new skills based on the guidance and tasks given by
the teacher
• positive experiences were learning a new technique, understanding, and mastering techniques based on the
teacher’s explanations and guidance
• challenge of fast progression, connected to be motivated and pushed further by the teacher
• individual feedback was appreciated by most students
• Beginner students experienced long waiting times, because they had to go one-by-one to get feedback from the
teacher
• mismatch between task progression and the progression of individual students in a group can be critical
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“I should have realized my own limitations. He [the teacher] wanted
us to ollie [a snowboard technique for jumping]. That was the worst (scary).”

22. • New technologies/sensors emerge and become more feasible
• More options for task trigger and feedback
• Personalized tasks and training
• Broadcasting information
Discussion and Conclusion
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• Generalizable?
• Sports specific aspects,
• but also, interesting new learning
task takes

23. References and further links
This research was part of my PhD research project, and the full dissertation can be found here: http://hdl.handle.net/11250/2499694
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[2] R. Schulz, G. M. Isabwe, & F. Reichert, „Investigating teachers’ motivation to use ICT tools in higher education,” 2015 Internet Technologies and Applications (ITA), pp. 62-67, IEEE,
September 2015.
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conference, pp. 1777-1780, Association for the Advancement of Computing in Education (AACE), March 2015.
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no. 2, pp. 49-54, 2014.
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(ISO). Switzerland (2009).
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[16] R. Schulz, A. Prinz, & G. M. N. Isabwe, “The Use of Game World Tasks Concepts in Higher Education,” Serious Games. JCSG 2016. Lecture Notes in Computer Science, vol. 9894,
pp. 67-72, Springer, Cham, September 2016.
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