Conference Paper

Bipolar laddering (BLA): A participatory subjective exploration method on user experience

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  • ELISAVA Barcelona School of Design and Engineering
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Abstract

Normally, the paradigm used to study user experience is based on the hypothetic-deductive method but this paradigm can present disadvantages like low results reliability or difficulties to carry out field studies. In this article, a method based on the Socratic paradigm is suggested for analyzing the user-product psychological relationship. Nowadays the Socratic paradigm is only used in some post-modern psychology schools, which applies Socratic techniques for psychological exploration and treatment. Based on this principle an expert-to-expert conversation is established between psychologist and patient. The user can be an expert in the usage of a product whilst the interviewer is an expert in UX studies. Thus, much more reliable information of the user-product relationship can be obtained. Applying this paradigm as a constructive and systematic event allows for increasing the reliability in qualitative user experience studies.

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... In the present paper, from the presentation of the main methods of drawing and digital graphic representation that are relevant in architectural teaching, the result of a quantitative study based in the technique of Bipolar Laddering (BLA [6]) is presented. The results have not only focused on the technologies used (DS, Digital Sketching, and AR, Augmented Reality), but also in the structure of the course, which was designed for students to be able to investigate new systems for the visualization of urban proposals. ...
... Nevertheless, the Socratic paradigm from postmodern psychology is also applicable and useful in these usability studies because it targets details related to the UX with high reliability and uncovers subtle information about the product or technology studied [6]. This migration from the hypothetical-deductive paradigm to the Socratic paradigm was inspired by the paradigm shift in clinical psychology away from constructivism and toward other postmodern schools of psychotherapy. ...
... This psychological model defends the subjective treatment of the user, unlike the objective hypothetical-deductive model [36]. Starting from the Socratic paradigm basis, the BLA system (Bipolar Laddering) has been designed [6]. BLA method could be defined as a psychological exploration technique, which points out the key factors of user experience. ...
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... This psychological model defends the subjective treatment of the user, unlike the objective hypothetical-deductive model [26]. Starting from Socratic paradigm basis, the BLA system (Bipolar Laddering) [14] has been designed. BLA method could be defined as a psychological exploration technique, which points out the key factors of user experience. ...
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... Laddering Theory has to deal with one-to-one in-depth interviews to obtain users' evaluations of products or services, in order to identify the most important attributes [78,79]. Bipolar Laddering (BLA) is a tool designed to extract value from user experience by means of Socratic survey, once the user has completed the experience related with a product or a service [80]. BLA can be described as a process that requires different steps [80,81], as follows: Firstly, using a Socrates' Tabula Rasa (i.e., without previous conditionings), users spontaneously identify the strong and weak points of the experience according to their perceptions and they justify their selection; secondly, users assess each one of the identified elements (out of 10; being 0 no satisfaction, extending to 10, the maximum level of satisfaction); finally, users are asked to give their suggestions about how to improve each one of all the items that they have mentioned. ...
... Bipolar Laddering (BLA) is a tool designed to extract value from user experience by means of Socratic survey, once the user has completed the experience related with a product or a service [80]. BLA can be described as a process that requires different steps [80,81], as follows: Firstly, using a Socrates' Tabula Rasa (i.e., without previous conditionings), users spontaneously identify the strong and weak points of the experience according to their perceptions and they justify their selection; secondly, users assess each one of the identified elements (out of 10; being 0 no satisfaction, extending to 10, the maximum level of satisfaction); finally, users are asked to give their suggestions about how to improve each one of all the items that they have mentioned. ...
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... To assess students' experience, the Bipolar Laddering technique was employed. This instrument is based on a Socratic interview/survey, where the respondents provide their own ideas [74]. Several steps must be taken to perform the BLA [74,75]: (1) users explain all the strong and weak points once the user has completed the experience; (2) users assess (from 0, minimum; to 10, maximum) each one of the identified strong and weak points; ...
... This instrument is based on a Socratic interview/survey, where the respondents provide their own ideas [74]. Several steps must be taken to perform the BLA [74,75]: (1) users explain all the strong and weak points once the user has completed the experience; (2) users assess (from 0, minimum; to 10, maximum) each one of the identified strong and weak points; ...
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... The study consisted in two main analyses: (i) a quantitative analysis through the application of a 185 user testing session with two tasks to be completed with both tools (Project Ukko and redesign), 186 and (ii) a qualitative analysis of the positive versus the negative aspects for both tools through 187 the application of a bipolar laddering pocket methodology (Pifarré and Tomico 2007). We also 188 implemented a brief two-question quiz (Schreep, 2017) to determine which visualization needed 189 more mental effort, and which was the tool preferred by participants for decision-making 190 processes. ...
... Then the users rate (from 1 246 to 10) the aspects mentioned regarding their importance (for the positive ones) or their severity 247 (for the negative ones). By evaluating users' subjective opinions using a scale from 1 to 10 we 248 are able to better quantify input results that are qualitative, which helps identify the key aspects 249 to work with or prioritize the problems that need to be solved (Pifarré and Tomico 2007). 250 ...
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... For the qualitative approach, we will use the BLA (Pifarre´& Tomico, 2007). Following the Socratic paradigm stated earlier, we adopted the BLA system (BLA), which works on positive and negative poles to define the strengths and weaknesses of the proposal. ...
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... An initial pre-test was conducted to obtain the student's profile and starting level of motivation/knowledge about the use of selected technologies. At the end of the course, a post-test was conducted to assess the level of satisfaction and completed use of each system, also a personal interview was conducted using the Bipolar Laddering (BLA) technique [20], which allows us to identify and quantify the strong and weak points of the proposed methods. The current proposal has a clear line of continuation in future iterations because it reveals correlations between statistical results and final grades in a way that allows us to evaluate the relationships between different variables in the study and the student's improvement. ...
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... Examples of qualitative methods to explore the user experience include the Think Aloud technique, which allows gathering users' comments and impressions during the tests (Charters 2003). The Bipolar Laddering method is also useful to quantify users' insights and their impact, by evaluating the positive and negative aspects found in the visualisation and rating them according to their importance (for positive aspects) and severity (for negative aspects) (Pifarré and Tomico 2007). Additionally, questionnaires such as the NASA-TLX also provide subjective but valuable opinions on cognitive load, perceived effort and frustration (Cao et al. 2009). ...
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... Qualitative methods are commonly employed in usability studies and, inspired by experimental psychology and the hypothetical-deductive paradigm, employed samples of users who are relatively limited. Nevertheless, the Socratic paradigm from postmodern psychology is also applicable and useful in these studies of usability because it targets details related to the UX with high reliability and uncovers subtle information about the product or technology studied (Pifarré & Tomico, 2007). This psychological model defends the subjective treatment of the user, unlike the objective hypothetical-deductive model (Guidano, 1989). ...
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... By using complementary qualitative research, it is possible to obtain variables to study in future iterations and more detail for quantitative data [Pifarré and Tomico 2007]. ...
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... Qualitative methods are commonly employed in usability studies and, inspired by experimental psychology and the hypothetical-deductive paradigm, employ samples of users who are relatively limited. Nevertheless, the Socratic paradigm from postmodern psychology is also applicable and useful in these usability studies because it targets details related to the UX with high reliability and uncovers subtle information about the product or technology studied (Pifarré & Tomico, 2007). Starting from the Socratic paradigm basis, the BLA system (Bipolar Laddering) has been designed. ...
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... Given that the inquiry or inspection techniques are used to define requirements and identify certain aspects of the usability of the product, it is with these test techniques that we can find the specific usability problems that users have. The evaluation techniques are composed of general tests with users, thinking aloud protocol, the method set discovery, the protocol of questions, the measure of performance, the pencil test, eye-tracking, Bipolar Laddering interview (BLA; Pifarré & Tomico, 2007) and the task test. ...
Chapter
There are numerous examples from recent years of the incorporation of all types of applications and technological systems into the classroom at all educational levels, with the aim to improve both student motivation and academic performance; we can group these initiatives under the term technology-enhanced learning, TEL. The TEL research field has been profoundly involved with the development and application of collaboration apps. Computers, mobile devices, and applications play diverse roles at different times along the project lifecycle. The most common lifecycle comprises four distinct phases: design, implementation, approval, and final assessment. In this chapter, the authors discuss key concepts of these TEL phases as well as some different approaches that can be defined as “good technological practices” and their main results in order to implement technologies in the formative process.
... By using complementary qualitative research, it is possible to obtain variables to study in future iterations and more detail for quantitative data [29]. ...
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Optimizing room acoustics teaching for architects and building engineers is an unfinished business. Moreover, theoretical explanations about acoustic concepts hardly support the understanding of basic concepts of acoustics on these students. A basic BLA (Bipolar Laddering Assessment) experiment is presented with students showing that an active learning method can be accepted by them more easily when ''sonification'' is included in the course. This process, which converts data into non-speech audio to make acoustic concepts audible, is suggested as a possible solution for this problem. Additionally, the experiment indicates the basic guidelines for the improvement of a project-based pedagogy, which pretends to broaden architecture student's insight into acoustic problems.
... Consequently, different interviews are conducted with different profiles to ensure a result that is consistent with the observations and perceptions of users in VLEs. This process consists of direct questioning interviews, online questionnaires and finally, Bipolar Laddering (BLA) [18], a mixed combination that has previously demonstrated its scientific validity in the evaluation of all types of methodology and systems applied to education without the need of a large sample of participants [19][20][21][22]. This first approach will serve to analyze the validity of the use of aliases in relation to the GDPR. ...
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The privacy policies, terms, and conditions of use in any Learning Management System (LMS) are one-way contracts. The institution imposes clauses that the student can accept or decline. Students, once they accept conditions, should be able to exercise the rights granted by the General Data Protection Regulation (GDPR). However, students cannot object to data processing and public profiling because it would be conceived as an impediment to teachers to execute their work with normality. Nonetheless, regarding GDPR and consulted legal advisors, a student could claim identity anonymization in the LMS, if adequate personal justifications are provided. Per contra, the current LMSs do not have any functionality that enables identity anonymization. This is a big problem that generates undesired situations which urgently requires a definitive solution. In this work, we surveyed students and teachers to validate the feasibility and acceptance of using aliases to anonymize their identity in LMSs as a sustainable solution to the problem. Considering the positive results, we developed a user-friendly plugin for Moodle that enables students' identity anonymization by the use of aliases. This plugin, presented in this work and named Protected users, is publicly available online at GitHub and published under GNU General Public License.
... • Evaluation through a test. The evaluation was conducted through test surveys and BLA (Bipolar Laddering) questionnaires (Pifarré & Tomico, 2007). Navarro Delgado & Fonseca Escudero (2017) proposed the use of tests (from 0 to 5) to evaluate the implementation of these technologies as well as for selecting the sample model and the type of analysis. ...
Conference Paper
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Virtual reality (VR) has achieved an adequate level of development in education and research in higher education The training in Architecture requires a reflection on the incorporation of new design technologies at the Degree and Master’s level, due, in part, to the dissatisfaction of the students with the poor implementation of these technologies. The pedagogical possibilities of VR are very high. The aim of this paper is to propose a transversal methodology for several subjects in the same semester. It consists of the virtual recreation of a work of relevant architecture in the history of contemporary Architecture. The possibilities of implementing VR in the architectonic subjects are analyzed. This methodology takes advantage of the potential of this technology to create a transversal educational activity, for different subjects and areas of knowledge in the same academic year. Subsequently, the different phases for its implementation are described in terms of activities and scenarios. The paper concludes that transversal methodology offers the opportunity to analyze the same building from different disciplines, checking the interrelation between them, and saves time for the student in completing teaching assignments.
... A qualitative study evaluating the motivation, satisfaction and academic performance of degree students is presented. The methodology is qualitative (using the Bipolar Laddering [40] and combines the use of gamification with technology suitable for 3D arts. The working hypothesis to be confirmed is whether students who learn 3D techniques via gamification techniques obtain better academic results because they are more motivated and satisfied than those taught under the classic working system. ...
... Para la evaluación cualitativa, nos hemos basado en la realización de una entrevista BLA (Bipolar Laddering Assessment) (Pifarré & Tomico, 2007). Esta metodología previamente validada y utilizada en otros experimentos educativos en combinación con análisis cuantitativos (Fonseca, Martí, Redondo, Navarro, & Sánchez, 2014;Fonseca et al., 2018;Fonseca, Redondo, Valls, & Villagrasa, 2017;Fonseca, Redondo, & Villagrasa, 2015), nos permite obtener de forma rápida y abierta una identificación de variables personales que por el mero hecho de su repetición se posicionan como variables comunes, a las cuales hay que hacer referencia en futuras iteraciones de mejora. ...
... Evaluand-oriented Responsive Evaluation Model (EREM) [130] [23] Cognitive walkthrough [78] Qualitative Bipolar Laddering (BLA) based on [122] [67] Heuristic (Nielsen) [131] [69] Think aloud protocol [69] Expert Reviews were used as the Nielsen heuristic evaluation (HE) method [131] [83] ...
Article
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The implementation of usability in mobile augmented reality (MAR) learning applications has been utilized in a myriad of standards, methodologies, and techniques. The usage and combination of techniques within research approaches are important in determining the quality of usability data collection. The purpose of this study is to identify, study, and analyze existing usability metrics, methods, techniques, and areas in MAR learning. This study adapts systematic literature review techniques by utilizing research questions and Boolean search strings to identify prospective studies from six established databases that are related to the research context area. Seventy-two articles, consisting of 45 journals, 25 conference proceedings, and two book chapters, were selected through a systematic process. All articles underwent a rigorous selection protocol to ensure content quality according to formulated research questions. Post-synthesis and analysis, the output of this article discusses significant factors in usability-based MAR learning applications. This paper presents five identified gaps in the domain of study, modes of contributions, issues within usability metrics, technique approaches, and hybrid technique combinations. This paper concludes five recommendations based on identified gaps concealing potential of usability-based MAR learning research domains, varieties of unexplored research types, validation of emerging usability metrics, potential of performance metrics, and untapped correlational areas to be discovered.
... Evaluations were conducted through a case study focused on professional consultants with more than 10 years of experience. This study was carried out using the BLA (Bipolar Laddering) technique [37,38], a technique that allows obtaining data generated spontaneously by users and a subsequent qualitative and quantitative analysis. Based on the positive results, it was decided to continue with the proposal. ...
Article
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The article is based on the development of a new methodology that promotes and contributes to a workshop, incorporating user experience as an evaluation of user’s behavior, and includes the application of gamification as a method of increasing motivations. The study that is presented is based on the explanation of the method used for its creation and in the evaluation of the first results obtained before its application. The evaluation of the design took into account the initial assessment to connect the field of user experience with gamification, assessed a first version and evaluated a second version, and applied it in the context of a workshop. One of the aims that is addressed within the user experience is to evolve in the search of systems, where a starting point is developed from a hypothetico-deductive system, where the consultant established the hypothesis to be solved based on the possible behavior of the user to a system, where users also participate in decisions; therefore, the methodology applied for the design is based on a user-centered design process. The application allows to reveal useful information to design a workshop that can improve the quality of the results, increase the relevance of the resulting report and contribute efficiency compared to the current systems. To illustrate this technique, a use case is presented applied to the redesign of a subject of Master in user experience. The strengths and weaknesses of the system’s applicability as a standard are taken into account.
... Thus, this work is both novel and justified.! In this paper, a mixed-methods study evaluating the motivation, satisfaction and academic performance of degree students is presented. The methodology is both quantitative (through a structured test) and qualitative (using the Bipolar Laddering, BLA [5]), and it is based in the use of Augmented Reality (AR) to present, visualize and discuss an architecture project realized using CAD tools (Computer Assisted Design). Whether this type of exercise can help students understand and improve their 3D skills will be evaluated. ...
Article
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A mixed-methods study evaluating the motivation and satisfaction of Architecture degree students using interactive visualization methods is presented in this paper. New technology implementations in the teaching field have been largely extended and developed; however, these innovations require approval validation and evaluation by the final users, in our case the students. In this paper, we will discuss the advantages and disadvantages of applying mixed evaluation technology in a case study centered in the use of interactive and collaborative tools for the visualization of 3D architectonical models, the evaluation of the motivation and the students' degree of satisfaction using friendly technology as mobile phones and Augmented Reality.
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The main aim of this study is to improve the understanding of historical buildings through the use of advanced visual technologies. The main innovative features of the project are focused on the use of mobile and wearable technologies, the indoor location, and their mixed assessment an educational project. We will use smartphones, virtual reality and indoor positioning systems. Both the devices and the users' experience will be assessed with a quantitative and a qualitative approach. The proposal seeks to complement, the real experience of visiting an emblematic space (our case study: The Casa Batlló Museum, 1904-1906, Antonio Gaudí, Barcelona, Spain), in order to improve the spatial skills of architecture students and general visitors of this type of architectural landmarks.
Conference Paper
This paper describes an educational experience in the field of Geographic Information Systems (GIS) teaching in architecture with a double objective: (1) implement a peer-review exercise to promote critical thinking through the evaluation of the work of fellow students, and (2) explore the capacity of the group to assess the exercise with the support of a rubric. In addition to the outline of the experience, preliminary data showing a significant coincidence between self and peer-evaluation is discussed.
Article
This paper describes the use of gamification in a classroom for higher education, specifically for university students. Our goal is achieve a major increase in student motivation and engagement through various technologies and learning methodologies based on game mechanics called gamification [1--2]. Gamification is used to engage students in the learning process [3] and stretch their retention of the knowledge and skills received beyond a single lecture [4]. This study adds Problem-Based Learning (PBL) and Quest-Based Learning (QBL) to students' collaborative work, and mixes teacher support with new, accessible technology, such as virtual environments and visualization 3D on the web thanks to webGL. Understanding the role of gamification in education means understanding under what circumstances game elements can drive a student's learning behavior so that he or she may achieve better results in the learning process.
Conference Paper
Full-text available
This paper presents the game mechanics-based learning management platform called GLABS (acronym created from "Gamified LABoratorieS"). Currently we can find different educational management systems, but are based on the management of qualifications, support, discussions, or work assignments. The application of game mechanics in some of them there, but is very limited, allowing the inclusion of a point system or awarding medals for achievements. The system described in this paper uses a standard educational management as Schoology tool to incorporate techniques of play called gamification, which allows to unify all the student tasks in a web/app. This form creates a more attractive and motivating system whereby you can create missions, view maps of missions, alert of points earned and even create portfolios of completed works. In conclusion, our proposal uses Schoology as a system of educational management plus gamification, which could be defined as a G-LMS (Learning Management System Gamified).
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Full-text available
A mixed-methods study evaluating the motivation and satisfaction of Architecture degree students using interactive visualization methods is presented in this paper. New technology implementations in the teaching field have been largely extended to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users, the students. In this paper, the advantages and disadvantages of applying mixed evaluation technology are discussed in a case study of the use of interactive and collaborative tools for the visualization of 3D architectonical models. The main objective was to evaluate Architecture and Building Science students’ the motivation to use and satisfaction with this type of technology and to obtain adequate feedback that allows for the optimization of this type of experiment in future iterations.
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The cities in which we live are changing rapidly, presenting the scenery to debate future visions of transformative designs and its impact on the city. In order to take advantage of the changes and opportunities offered by the inclusion of digital technologies, an accommodation of the digital transformation into the visualization of Urbanism is required. It is a challenge for organizations and society to question the status quo and experiment often. The discussion about the increasing integration of digital technologies in urban spaces involves a number of questions relating to the complex processes of transformation that impact cities, like economic, social, political, and environmental. The main goal of the paper is to present the use of Digital Transformation in processes of urban design through technological innovation in which the diverse forms of active citizenship operate from below as agents of innovation, inclusion and social development. The results showed that it is possible to empower Digital Transformation – as for example the use Augmented and Virtual Reality (AR/VR) systems in collaborative urban design – to improve public motivation, implication, and satisfaction in urban decision-making processes.
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Punkte, Abzeichen, Bestenlisten – und schon fällt der Begriff der Gamifizierung. Die fortschreitende Digitalisierung vereinfacht den Einsatz sogenannter Spielelemente in der akademischen Bildung erheblich. Dabei bietet der Trend der Humifizierung neben Punkten, Abzeichen und Ranglisten viele niedrigschwellige und technisch wenig aufwendige Möglichkeiten der Lernmotivationssteigerung. Gamifizierung – verstanden als Designstrategie – kann helfen, motivations- und partizipationsförderliche Lernumgebungen an Hochschulen zu kreieren, in denen Studierende berufliche Kompetenzen individuell oder gemeinsam aufbauen können. Dafür muss die Gamifizierung pädagogischen Prinzipien folgen. Der vorliegende Beitrag thematisiert dies und setzt sich mit der Idee der Gamifizierung, den wesentlichen Merkmalen von Spielen und deren Potenzialen für das Lernen und Lehren in der Hochschule auseinander. Zur Verdeutlichung dessen werden hochschulische Entwicklungstendenzen wie die Anregung der Studienmotivation, vertiefendes Lernen und Senkung der Abbrecherzahlen fokussiert. Abschließend werden praktische Umsetzungsbeispiele und deren Effekte für das Lernen in der Hochschule aufgezeigt.
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The main focus of this study was the inclusion of informal methods in the educational frameworks of architectural and urban design. The project used is based on the 3D representation of virtual models of new urban proposals in order to re-organize a local market in Tonalá, Mexico. Starting from a formal course, where the students had to develop solutions to real architecture and urban problems, a second phase was designed, based on feedback in an informal environment by the end-users (citizens and professionals). The key objectives of the experiment were to show students to connect and receive feedback through technology, evaluate how these interactions can define new informal ways of learning, and discuss how this informal data can be incorporated into an academic curriculum. The results confirm how the informal interaction constitutes a great contribution in the improvement of student’s skills, even considering that the incorporation of informal data into their evaluation still remains challenging.
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This paper describes a professional practice in user-centred product concept design that is embedded in a method called resonance testing. It is a nimble method used and developed in industry to ensure that desired properties of design are communicated to the user through the design. It tests product concepts for emotional and functional design attributes such as personal needs, believability, and differentiation. In resonance testing, the users of a specified segment experience design artefacts of variable abstraction levels to see how they perceive the qualities of a concept and how it matches their preferences and expectations. We find that literature lacks both effective user feedback solutions for early product decisions and discussion of the known challenges for doing that. The paper describes how resonance testing generates qualitative insights, builds confidence in new concepts and helps designers to develop the right concept for further development. We present two cases studies of utilising this method.
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The main goal of this report is to address the implementation of Augmented Reality (AR) technology in a university teaching context using different mobile devices. The specific contents and evaluation methodologies have been developed in the field of building engineering degree, where this technology offers potential advantages in the spatial training processes. The objective is to evaluate the system usability and measure academic performance improvement by using Hand-Held AR (HHAR) in educational environments related with the field of architecture, civil and building engineering. This method is validated through a case study where building engineering students were able to visualize a virtual complex models process overlapped onto a real environment. The results obtained from the students' PRE and POST tests as well as questionnaire responses show high qualification levels in effectiveness, efficiency and satisfaction. In addition, a significant improvement was found in the overall performance of the students of the experimental group.
Article
Spatial vision is critical to understanding all other knowledge to be taught in all technical fields. Students need the ability to determine the three-dimensional shape of an object from its two-dimensional graphic representation. After using drawings in both two and three dimensions on the backboard, an opportunity to use digital media in various more interactive ways is proposed to change the ways in which the content is presented. Such digital tools include augmented reality, PDF3D or 3D visualization software like SketchUp. This article shows how 3D ICT objects can help communication for the compression of terrains represented by contours when they are not completely understood. It also discusses how to proceed to obtain them and the advantages and disadvantages of the three ways of visualization chosen. Conducting classes in Vocational training with the help of 3D models can ensure the achievement of the general objectives of the course of work with contours; with graphic origin, (obtaining profiles, earthworks, embankments, design vials or zoning), or mathematical origin, (sloping, modules, height differences, dimensions). The evaluation of these elements has been done to observe their acceptance and usability, not only in an educational environment, but also in a professional environment, since these models have been used to develop projects of urbanization, in internships in companies in real environments to explain these projects to customers. Graphical Abstract Open image in new window
Article
This paper describes the experiences made and lessons learned in an Extreme Programming (XP) software development project. We investigate the potential of XP to produce user experience-optimized products by including HCI experts in the team. We relate the software development method to user-centered design instruments and propose solutions to different user experience integration problems. Additionally, the practicability of different HCI instruments regarding solving those problems is examined. The analyzed instruments and methods are: user studies, personas, usability tests, user experience expert evaluations, and extended unit tests. The conclusion provides tips and tricks for practitioners.
Chapter
Full-text available
This paper describes the use of gamification and visual technologies in a classroom for higher education, specifically for university students. The goal is to achieve a major increase in student motivation and engagement through the use of various technologies and learning methodologies based on game mechanics called gamification. Gamification is used to engage students in the learning process. This study adds learning methodologies like Learning by Doing to students’ collaborative work, and mixes teacher support with new, accessible technology, such as virtual reality and visualization 3D on the web thanks to webGL. This creates a new management tool, called GLABS, to assist in the gamification of the classroom. Understanding the role of gamification and the technology in education means understanding under what circumstances game elements can drive a student’s learning behavior so that he or she may achieve better results in the learning process.
Chapter
This paper presents the application of Lesson Study technique to seven subjects in different faculties in three Spanish universities. Lesson study is a methodology for the improvement of any teaching activity based on the detailed observation of lessons and analysis, carried out mainly by team of teachers. This technique has been extensively used for schools and high schools in particular in Japan and UK, but its use at University is not that common. In order to make a comparison of the a pplication of the technique, a set of surveys were designed including two surveys for teachers (before and after the session) and one for students (only after the session). This paper makes an overall description of the experience and presents some of the results of the students’ survey. The survey includes questions about usefulness, motivation, and attention of the session and an overall assessment of the lesson study technique. It also contents qualitative questions using a Bipolar Laddering Assessment (BLA). The comparison of the results of the different subjects provides interesting insight about the strong and weak points of the use of the methodology in the different areas and allows for a faster improvement of the sessions in the framework on Lesson Study.
Conference Paper
This paper aims to provide the theoretical framework and methodology for the definition of data collection tools designed to assess the effectiveness and impact of training envisaged by the LEARNING4WORK project. This project is based on the development of learning strategies within the framework of Vocation Training, in order to improve learning processes and make them more applicable in the real working world while minimizing the number of student drop-outs. Learning methods are re-conceptualized through the use of immersive worlds and role and project-orientated-learning. Scenario Centered Curriculum (SCC) was applied to promote the acquisition and development of international cooperation skills through the use of Information Communication Technologies (ICT) tools and systems. The paper focuses on the design process of the evaluation initial questionnaires (or Pre-test), starting from the theoretical framework established in the field of learning in formal, informal and non-formal educational contexts, applied to an innovative vision of education and training, centered on the learner’s future professional role.
Article
Using enhanced learning technologies (TEL) including immersive virtual reality environments, we are seeking to achieve a new way of assessing subjects of 3D arts. We have developed a project based on Scenario Centered Curriculum (SCC), where the students have to think, design, convey, validate, and build a civil project using new technologies that help in the assessment process. We have used gamification techniques and game engines to evaluate planned tasks in which students can demonstrate the skills they developed in the scenarios. The assessment is integrated in the creation of a 3D complex model focused on the construction of a building in a virtual space. This whole process will be carried out by gamification techniques to embed the assessment of the 3D models with the objective of improving students learning.
Article
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We are experiencing today the co-evolution of two distinct approaches to human-centered design research in practice: research that informs the design development process and research that inspires the design development process. Research that informs the design development process has been evolving for many years and is by now well established. Thus, this paper will describe the patterns leading to the emergence of research that inspires the design development process. It will also describe the design spaces (i.e., consuming, experiencing, adapting and co-creating) that are emerging at the intersection of the co-evolution.
Article
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