A virtual agent to sustaining children's engagement in language learning

In this thesis we aimed to explore the potential of gamification - defined as “the use of game elements in non-game contexts” [30] - in increasing children's (aged 5 to 6) engagement with the task. This is mainly due to the fact that our world is living a technological era, and videogames are an example of this engagement by being able to maintain children’s (and adults) engagement for hours straight. For the purpose of limiting complexity, we only addressed the feedback element by introducing it with an anthropomorphic virtual agent (human-like aspect), because research shows that virtual agents (VA’s) can influence behavioural change [17], or even induce emotions on humans both through the use of feedback provided and their facial expressions, which can interpreted in the same way as of humans’ [2]. By pairing the VA with the gamification concept, we wanted to 1) create a VA that is likely to be well-received by children (appearance and behaviour), and 2) have the immediate feedback that games have, so we can give children an assessment of their actions in real-time, as opposed to waiting for feedback from someone (traditional teaching), and with this give students more chances to succeed [32, 43]. Our final system consisted on a virtual environment, where children formed words that corresponded to a given image. In order to measure the impact that the VA had on engagement, the system was developed in two versions: one version of the system was limited to provide a simple feedback environment, where the VA provided feedback, by responding with simple phrases (i.e. “correct” or “incorrect”); for the second version, the VA had a more complex approach where it tried to encourage children to complete the word – a motivational feedback - even when they weren’t succeeding. Lastly we conducted a field study with two groups of children, where one group tested the version with the simple feedback, and the other group tested the ‘motivational’ version of the system. We used a quantitative approach to analyze the collected data that measured the engagement, based on the number of tasks (words) completed and time spent with system. The results of the evaluation showed that the use of motivational feedback may carry a positive effect on engaging children.

Motivating the use of public transit through a mobile glanceable display

With increasing concerns about the impact of global warming on human life, policy makers around the world and researchers have sought for technological solutions that have the potential to attenuate this process. This thesis describes the design and evaluation of an information appliance that aims to increase the use of public transportation. We developed a mobile glanceable display that, being aware of the user’s transportation routines, provides awareness cues about bus arrival time, grounded upon the vision of Ambient Intelligence. We present the design process we followed, from ideation to building a prototype and conducting a field study, and conclude with a set of guidelines for the design of relevant personal information systems. More specifically we seek to test the following hypotheses: 1) That the tangible prototype that provides ambient cues will be used more frequently than a similar purpose mobile app, 2) That the tangible prototype will reduce the waiting time at the bus stop, 3) That the tangible prototype will result to reduced anxiety on passengers, 4) That the tangible prototype will result to an increase in the perceived reliability of the transit service, 5) That the tangible prototype will enhance users’ efficiency in reading the bus schedules and 6) That the tangible prototype will make individuals more likely to use public transit. In a field study, we compare the tangible prototype against the mobile app and a control condition where participants were given no external support in obtaining bus arrival information, other than their existing routines. Using qualitative and quantitative data, we test the aforementioned hypotheses and explore users’ reactions to the prototype we developed.