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Identifying Requirements for Supporting
Users in Creating Digital Interactive
Cultural Activities for Task-Based
Language Learning
Communities, Languages, and Activities App (ENACT)
22 May 2020
Key Action 2 Strategic Partnerships for Higher
Education
2019-1-UK01-KA203-061567
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Acknowledgements
We would like to thank all our project members for their contributions.
Action Foundation (UK)
Ahmed Kharrufa (Newcastle*University)
Anna*Sidorova*(Cultura*Foundation) *
Belma Haznedar (Boğaziçi*University)
Colin Bone Dodds (Newcastle*University)
Elifcan*Öztekin*(Boğaziçi*University) *
Gülcan*Erçetin*(Boğaziçi*University)*
Irina*Spazheva*(Cultura*Foundation) *
Johanna*Buitrago*Peña*(Universitat*Autònoma*de*Barcelona)
Lari Kotilainen (University of Helsinki)
Melinda*Dooly*(Universitat*Autònoma*de*Barcelona)
Müge Satar (Newcastle University)
N.E.S.T (North*East*Solidarity*Teaching,*UK)
Paul Seedhouse (Newcastle*University)
Pekko Kohonen (Cultura*Foundation)
Salla Kurhilla (University*of*Helsinki)
Sumru*Akcan*(Boğaziçi*University)*
*
We are grateful to the participants of our workshops in Finland, Spain,*Turkey,*and
the*UK.
The web app is currently being produced at Newcastle University, UK.
How to cite this report:
Dodds, C. B., Satar, M., Kharrufa, A., Seedhouse, P., Sidorova, A., Spazheva, I.,
Buitrago Peña, J., Dooly, M., Öztekin, E., Akcan, S., Kotilainen, L., & Kurhila, S.
(2020). Identifying requirements for supporting users in creating digital interactive
cultural activities for task-based language learning. Retrieved from
www.enacteuropa.com/requirements
Copyright (c) 2020 CC BY-NC-ND Colin Bone Dodds, Müge Satar, Ahmed
Kharrufa, Paul Seedhouse, Anna Sidorova, Irina Spazheva, Johanna Buitrago Peña,
Melinda Dooly, Elifcan Öztekin, Sumru Akcan, Lari Kotilainen, Salla Kurhila
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CONTENTS
HIGHLIGHTS ................................................................................................................................... 4*
1.*What is the ENACT project about?............................................................................................ 5*
2.*Why do we need to understand user requirements? .................................................................... 6*
3.*Who is this report for? ............................................................................................................... 7*
4.*Who are the participants? .......................................................................................................... 7*
5.*What are the procedures? .......................................................................................................... 8*
5.1*Understanding requirements workshops ........................................................................... 8*
5.2*Prototypes created on H5P.org ......................................................................................... 8*
6.*Findings: User Requirements................................................................................................... 10*
6.1*Findings related to engaging with pre-prepared H5P Content .......................................... 11*
6.2*Findings related to authoring H5P content ...................................................................... 14*
6.3*Findings related to suggested activities ........................................................................... 15*
6.4*Social media preferences ................................................................................................ 17*
6.5*Evidence of digital and language skills transfer............................................................... 17*
7.*Conclusions ............................................................................................................................ 19*
7.1*Functional Web App Requirements ................................................................................ 19*
7.2*Non-functional Web App Requirements ......................................................................... 19*
7.3*Conclusions and logistical requirements for the co-production workshops ....................... 19*
APPENDIX A............................................................................................................. 21*
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HIGHLIGHTS
What is the aim of this report?
The aim of this report is to present findings following the first-round of studies to
understand user requirements for the development of the web app on the ENACT
project. These findings relate to participants’ digital and linguistic competencies, as
well as their activities of interest. The findings will inform both the design of the web
app and the organisation and running of the co-production workshops.
Who is this report for?
• ENACT*project*members*who*will*design*the*web*app*and*run*the*co-
production*workshops.*
• Interaction*and*instructional*designers*who*wish*to*design*products*to*be*
used*by*similar*groups*of*people.*
• Researchers*and*education*professionals*who*wish*to*gain*insights*from*
the*requirements*of*our*migrant*and*host*community*participants*when*
working*together*on*our*project*materials.*
Who are the participants?
42 migrant and host community members from Newcastle Upon Tyne, UK;
Helsinki, Finland; Istanbul, Turkey; and Barcelona, Spain.
What are the procedures?
Participants:
• discussed their cultural activities in relation to ease of learning and teaching
the activities to others, and resources needed
• used the prototype cultural activities produced by the project members and
discussed potentials for learning the cultural activities and engaging media
• created a simple interactive activity, took pictures and videos, edited pictures
and videos, and used 360 cameras
• discussed their social media practices
Project members:
• facilitated the workshops
• took observation notes and pictures, and audio-recorded the workshops
What are the main findings?
• The web app should provide a structure to guide participants during the
authoring of activities, thus simplifying the authoring process and ensuring
participant-authored activities are of high value to end users. Without such
guidance participants are likely to struggle to make sense of the options
available through the underlying H5P platform and are unlikely to produce
content of high value to other app users.
• Participants may be interested in authoring ENACT activities which reflect
cultural activities linked to specific places or times/dates. Ideally,
conversations should be had ahead of time to ascertain what activities
participants would like to represent in ENACT activities and the co-
production workshops organised around the time/place/resource implications.
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1. What is the ENACT project about?
In 2018, 22.3 million people of the 512.4 million people living in the EU were non-
EU citizens, which poses a major challenge to ensure social integration, but also
cultural and linguistic diversity. To address this challenge, this intercultural,
intergenerational, and multi-sector project aims to 1) develop Open Educational
Resources (OER) that will foster intercultural understanding within and between the
members of immigrant and host communities; 2) promote opportunities for
intergenerational interaction; 3) engage communities in co-producing materials for the
OER; 4) provide support for task-based innovative digital pedagogy offering a real-
world, immersive learning experience that brings culture to life; 5) bring a wider
focus on the role of European cultural and linguistic heritage; 6) contribute to greater
social cohesion; and 7) foster inclusive higher education (HE) systems in the EU.
Our task-based innovative learning pedagogy will involve the development of a
responsive web app tailored for the creation of, and engagement with interactive
digital media (e.g. interactive videos, branching scenarios and interactive virtual 360
tours). The web app will also provide tools to support the creation of an online
community ranging from commenting and voting on content on the platform to
sharing and promoting content using existing mainstream social networking tools by
providing shareable links. Using the web app, participants will co-create interactive
digital artefacts for cultural activities (e.g. sewing, dancing, singing, children's games,
henna tattoos, puppet shows, etc), engage with the artefacts created by others,
participate in an online intercultural community, and carry out activities of other
cultures.
We expect to have direct and considerable impact at a number of levels. The web app,
and all project materials will be made freely available for download and use by any
migrant and host community in the EU and the world, with an interest in learning
about languages and cultures. The web app will be fully transferable and scalable to
represent other languages and cultures worldwide, and to be used in formal and
informal education. In the long term, we envision wider impact (1) on any citizens of
the EU or beyond who wish to learn digital skills, languages, and cultural activities;
(2) on any HE institutions and non-profit organisations in the EU and beyond who
wish to establish inclusive HE systems; (3) on cultural organisations who wish to
promote cultures, and (4) on HE pre-mobility activities as a model for task-based
virtual exchange.
This understanding user requirements study is the first step of our project activities to
achieve our aims, and forms the basis of the web app design and planning for the co-
production workshops.
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2. Why do we need to understand user requirements?
We carried out a preliminary analysis intended to gain insights into the competencies,
behaviours and desires of our target user group (migrant and host community
members). The understandings we derived will inform both the design of the web app
(IO 2) and influence the organisation and running the co-production workshops (IO
5).
The*insights*we*derive*from*this*initial*‘understanding*requirements’*study*will*
give*us*knowledge*regarding:*
1) what*kind*and*type*of*cultural*activities*can*be*presented*on*a*web*app;**
2) the*type*of*digital*media*and*the*nature*of*the*associated*interactivity*
such*activities*will*require;*and**
3) the*digital*tools*that*are*best*suited*to*achieve*an*active*online*
community.**
*
This*will*support*the*creation*of*an*innovative*Virtual*Exchange*involving*
intercultural*interaction*beyond*words*and*passive*video*or*audio*material*by*
creating*and*engaging*with*‘interactive’*digital*cultural*artefacts.***
The objectives of this understanding requirements study are to:
1. understand the kind of cultural activities participants would like to create on
the web app;
2. identify the technological elements (type of digital media such as video, audio,
360 tours, and type of interactivity such as information links, questions, and
branching scenarios) required to best portray these activities on the web app,
which will guide the design of its engagement interface;
3. carry out a preliminary appraisal of the digital skills of the participants to
ensure that the design of the web app is suitable to the requirements and
capabilities of such groups in order to inform the design of the web app;
4. carry out a preliminary appraisal of the training needs of the participants in
terms of structuring and creating a task (i.e. the best ways in which the cultural
activity can be presented clearly so that members of other communities can
carry them out) and in terms of media production capabilities (e.g. video
recording and basic image and video editing);
5. understand participants' use of social media networks in their everyday life in
order to inform the design of the elements required for the online community
interface of the web app;
6. understand the requirements for co-production workshops (IO 5), including
recruitment of participants, and planning, organising, and running the
workshops.
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3. Who is this report for?
ENACT project members: The outcomes of this output will be crucial for the
planning, design, and development of the web app (IO 2), and the co-production
workshops (IO 5).
Interaction and instructional designers: Other interaction and instructional designers
who wish to design products to be used by similar groups of people can benefit from
the results of our needs analysis report to better understand requirements of
disadvantaged users and similar groups of participants.
Researchers and education professionals: Professionals engaged in education,
research, and community organisations can use the report to better understand the
cultural and technological skills and requirements of migrant and host community
participants when working together.
4. Who are the participants?
The understanding requirements study was carried out in December-February 2020
with a small group of migrant community (immigrants, refugees, and asylum
seekers), and host community (e.g. from the public, and/or staff and home students at
HE organisations) members in Newcastle Upon Tyne (UK), Helsinki (Finland),
Istanbul (Turkey), and Barcelona (Spain). We worked with a total of 42 participants
from all four countries (Table 1).
Table 1. Participant demographics
Country
Number,of,
Participants,
Gender,
distribution
Country,of,Origin,
Finland,
8*
7*female*
1*male*
4*Finland*
4*Russia*
Turkey,
15*
15*female*
8*Syria,*7*Turkey*
Spain,
7*
5*female*
2*male*
2*Spain*/*Catalonia,*1*Spain,*1*
Poland,*1*Hungary,*1*USA,*1*
Colombia*
UK,
11*(+*1*pilot*
workshop)*
5*female,*7*male*
4*UK,*2*Kazakhistan,*1*Sudan,*
1*Arateria,*1*Kuwait,*2*Iran,*1*
not*disclosed**
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5. What are the procedures?
5.1 Understanding requirements workshops
The understanding requirements workshops in each country lasted around a total of 4
hours including lunch and/or a coffee break. The workshop plan was as follows:
• Introduction and obtaining informed consent - 15 minutes
• Lunch - 40 minutes
• Activity 1: Cultural activities - 30 minutes
• Activity 2: Engaging with interactive media - 45 minutes
• Coffee break - 20 minutes
• Activity 3: Creating content - 90 minutes
Detailed plan for the workshop can be found in Appendix A. The workshop materials
and the data management plan can be accessed here:
https://doi.org/10.25405/data.ncl.12230153
During the workshops, participants
• discussed their cultural activities in relation to ease of learning and teaching
the activities to others, and resources needed;
• used the prototype cultural activities produced by the project members and
discussed potentials for learning the cultural activities and engaging media;
• created a simple interactive activity, took pictures and videos, edited pictures
and videos, and used 360 cameras;
• discussed their social media practices.
The project members facilitated these activities, took observation notes and pictures,
and audio-recorded the workshops.
5.2 Prototypes created on H5P.org
A series of interactive media was produced; prototypes to be used and tested during
the workshops. The aim was to generate feedback on a number of selected interactive
options. The interactive media were produced/used for the following four cultural
activities:
1. Making a Chinese lantern (in Chinese)
2. Making a shadow puppet (in Turkish)
3. Carving a Halloween pumpkin (in English)
4. Celebrating the summer solstice (in English).
The activities can be accessed on the project website:
https://enacteuropa.com/activities/
The interactive media produced around these cultural activities presents a variety of
digital media and options.
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5.2.1 Interactive image
This media type was used in both the Turkish shadow puppet and Chinese lantern
activities to introduce key vocabulary, i.e. the materials, required to carry out the
activity. While only the written words were displayed when the user clicked on each
word of the Turkish puppets activity, the Chinese lantern interactive image included a
short video for each word which involved how the word was pronounced and a
caption showing the spelling of the word (Figure 1).
Figure 1 Written words were used to label materials in the Turkish puppetry interactive image (above
left), whilst spoken words and a pop up video were used to label the Chinese lantern materials (above
right)
5.2.2 Interactive video
The Turkish puppet, the Chinese lantern, and the Halloween pumpkin activities
involved this media type. The Turkish puppet demonstrated navigation buttons
displayed on the video. For the Chinese Lantern, two branching options were inserted
asking the user to make choices on what to do next, which then showed the outcomes
of their actions. The navigation bar (play / pause) was disabled. The Halloween
pumpkin interactive video included a pop-up for the key words, and pop-ups at each
step presenting what is needed to be done in simple words. All videos included
captions: Turkish captions were simple instructions for each step. The captions were
different from the audio narration. Chinese captions were the same as the audio
narration, which were simple instructions. English captions were also the same as the
audio narration. The audio and thus the captions include long and complex sentences.
5.2.3 Normal video
This was embedded as part of the interactive video and the 360 picture content types
for the Turkish shadow puppet activities. The short video displayed the puppets in
action, i.e. a puppeteer staging a shadow puppet play.
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5.2.4 360/VR video
This content was taken from the CNN Youtube channel demonstrating an immersive
experience of how people celebrate the Summer Solstice at Stonehenge, UK every
year. Our participants used Google Cardboard to view this 360 video content.
5.2.5 360 picture
The 360 picture media type demonstrated how three 360 images can be linked
together to provide an interactive experience of a place where a cultural activity takes
place. The place for the Turkish shadow puppet activity is the shadow puppet
museum. The media type allows the user to move between the three rooms of the
museum, as well as illustrating augmented interactivity to display additional text,
image, or video on the 360 image.
5.2.6 Interactive slides
Interactive slides present an interactive way of presenting background cultural
information. While the Chinese Lantern activity presents background information
using text only, the interactive slides for the Turkish shadow puppets involve text,
images, video, hyperlinks to other external resources, and interactive quizzes.
5.2.7 Drag and drop
This media type was created for the Turkish shadow puppet activity as a way to
explore user requirements and preferences in relation to a potential optional
assessment activity which can be embedded as part of the materials on the web app.
6. Findings: User Requirements
This report of user requirements are based on the data produced during the workshops
for Output 1 in the UK (Newcastle), Finland (Helsinki), Turkey (Istanbul) and Spain
(Barcelona) (Figure 2).
Data included observation notes by the researchers, pictures taken of the cards
activities, the user generated cards, and recordings of the discussions during the
activities. The workshops were conducted in the local languages. Participant quotes in
this report are translated by the project members.
Below we summarise our main findings from the workshop, specifically those that
help inform the design of the planned web app.
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Figure 2 The workshop settings. Clockwise from top left: Finland, Turkey, Spain, UK.
6.1 Findings related to engaging with pre-prepared H5P Content
When engaging with H5P content, users expressed dissatisfaction due to a lack of
contextual information conveyed through the H5P content. For example, content was
described as very unclear, lacking in meaning (regarding why it should be engaged
with) and instruction (regarding how to engage with it). As expressed in the quotes
below, participants in Finland highlighted the lack of introduction to an activity and
the lack of connection between H5P content. Participants in Newcastle suggested we
use H5P content to present the final output of the activity first to put the subsequent
information in context, and that we create clear introductions.
“It’s not about the introduction, but the whole structure. There is no
a story…yes, storytelling is a good word”
“It would be good if they all [digital tools] would have the same
template: for example, a short video, what is good with it, what is fun
about it, - the introduction, why do I need this, … so there could be a
text, some picture, and there come some questions, so you can test if
you could learn it”
(workshop participants in Finland)
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Whilst this criticism regarding context applies to all H5P content, it was particularly
apparent in relation to the interactive video. Participants expressed that videos should
be better structured to help users/viewers know what they are doing and why, and
what they are aiming at. Other feedback in relation to the interactive video included a
suggestion for all text to be supported by audio/video pronunciations, and a request
for subtitles to accompany speech in order to help users who do not understand the
language. Additionally, there was a request for improved pacing of the video content,
and for users to have full control over the video navigation and playback.
“If you are doing for the first time, it is too fast to follow the
instructions”
(workshop participant in the UK)
Participants’ reported differing levels of engagement between the H5P types, however
no clear consensus emerged between the groups of participants regarding the
engagement level of each H5P type (Figure 3). For many, videos and particularly
interactive videos were among the most engaging and most useful when
demonstrating ‘how-to’. But again, there are always exceptions as can be seen from
the bottom left image in Figure 3 where interactive video was ranked the least
engaging and useful in contrast to the other three images. Interactive images were
mentioned by some as more useful for vocabulary, while 360 images and videos
where useful for showing things and demonstrating context.
Figure 3 Perceptions of the Finnish workshop participants regarding the engagement level (x-axis) and
usefulness of the H5P types (y-axis)
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It should be noted that some participants struggled at first with understanding how to
engage with 360 content, but in the case of one particular participant from the
Newcastle workshop, once she had been shown how to use the 360 images she found
them very engaging. The Finnish workshop reported that participants wanted even
more engaging content like game-based content (Figure 4). The Barcelona
participants found the 360 VR content engaging initially, but lost interest after five
minutes. One participant from Spain mentioned that the 360 VR content made him
dizzy and found the sensation quite disagreeable.
Figure 4 A participant from the Finnish workshop trying out the 360 VR H5P content
"Oh, that was cool man, I like the sensation. I was very excited when
I tried it."
"I'm very dizzy to be honest. The video it's cool, I really like this...
The image it's not very clear, I like it but I think it's the glasses, If I
close one eye I could see everything, but if I open both there is no
way I can really see what it's going on. Well, I'm done, I feel a bit
dizzy."
(workshop participants in Spain: translations in English)
The takeaways from this are that in order to offer an engaging user experience we
need to enhance the structure both surrounding and within the H5P content. This
could be achieved by adding a higher-level layer at the content creation stage that
suggests, or even enforces, such a structure in terms of types and order of interactive
media to use, as well as in terms of providing contextual information. We need to also
provide better support for walk-up usability so people can feel confident using these
fairly new and novel content types without significant amounts of training. Users
should be warned of the possibility of nausea or dizziness when using immersive
headgear if they have a propensity for these symptoms.
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6.2 Findings related to authoring H5P content
In relation to authoring content using H5P, our Finnish colleagues noted the
following:
"participants came to a conclusion that the picture, video, sound, and
text should be somehow present in teaching all the activities"
(observation notes from the workshop in Finland)
However, participants did not immediately see the relevance of all the available
content options on the H5P platform. For example, whilst one participant saw the
value in 360 video for giving a sense of place (in that case a sauna) others struggled to
see the medium’s potential.
Figure 5 Participants in the UK editing media in preparation for authoring H5P content
Beyond the suitability of H5P’s for expressing meaning are issues around creating the
content (Figure 5). For example, participants judged using the 360 cameras as very
challenging, as noted by our Newcastle observer:
“using the 360 camera to create videos was not as popular. Some
thought the steps were too complicated. Though, if there is enough
training, most felt that they can use them.”
(observation notes from the workshop in the UK)
As this step is a necessary precursor to creating 360 image or video H5P content,
without careful support the creation of such content may be beyond the abilities of
many of our participants. There were also concerns around privacy when capturing
360 content.
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- It’s unbelievable! So it captures everything that happens in the
room!
- Yes, like Big Brother is watching you
(workshop participants in Finland)
Participants may benefit from being informed about the anticipated audience for their
content. For example, as noted during the Finnish workshop, participants had
difficulty deciding how easy/hard an activity would be to explain and resource
without knowing the context of the intended users. For instance:
"participants talked a lot about who is the target audience; making a
snowman is easy and there are resources in Finland but not
necessarily in many other places"
"The participant had difficulties to explain, what could be the most
interesting or entertaining activity because didn’t fully understand
for whom is the future application and what needs are there".
(observation notes from the workshop in Finland)
The takeaway message here echoes that of the previous section in terms of the need
for an additional layer that provides structure, in this case in terms of thinking about
the anticipated audience and context of use, and narrowing down the types of
interactive media available to users. The extra level of flexibility and control provided
by a very generic tool such as H5P was a source of confusion for some participants.
Providing a more goal-focused interface (which in our case on task-based language
learning) can help simplify the interface and the range of options available to guide
participants into the process of creating relevant interactive media and provide a
better user experience for them.
6.3 Findings related to suggested activities
A wide range of activities were offered by the participants. Many of these would have
been influenced by the example cards we provided but it is still worth noting that a
rough and overlapping grouping of the activities suggested and/or discussed could be
as follows:
• Some activities could be classified as ‘making things’: a snowman, Christmas
decorations, cheese.
• Some related to food and drink: Fishing, berry picking, drinking tea, drinking
vodka.
• Some as physical activities and sports: Dancing (various kinds), skiing,
swimming, playing an instrument (guitar or piano).
• Some related to festivals and religious/cultural practices: Birthday parties,
funerals, weddings, religious holidays, praying
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Participants expressed a keen interested in comparing activities shared between their
cultures. For instance, during the Turkish workshop, participants compared their
common cultural traditions and commented on what different parts of culture they
would be interested in learning (Figure 6):
“We are quite similar in religious traditions, we are not very
(different) in that … but in dancing … For example (addressing to a
Syrian participant) you want to learn cooking from us. What else
(would you like to learn)? … Dressing?”
(workshop participant in Turkey)
"Interesting discussion between 'birthday' and 'Saint's day'
celebration but it was found that there were significant cultural
differences."
(observation notes from the workshop in Spain)
Figure 6 Participants at the Turkish workshop compared funerals and religious holidays
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This may present an opportunity for us to engage our app users, as instead of asking
people to create entirely new and distinct content for the app, we ask people to create
content reflecting the subtle differences (and similarities) of an activity from their
culture with reference to an existing activity within our app.
The idea that some participants may be uncomfortable ‘teaching’ activities emerged
from the Barcelona workshop. Therefore, it may be helpful to frame authoring
activities in terms of ‘expressing’ and provide a scaffold to support this expression in
order to align it with pedagogical aims.
“I really don’t know anything about ‘teaching’”
(workshop participant in Spain)
“The participant was reluctant to give ideas about how to best
approach teaching materials"
(observation notes from the workshop in Spain)
6.4 Social media preferences
When*the*UK*participants*where*asked*about*their*level*and*type*of*engagement*
with*social*media,*most*participants*stated*that*they*did*use*different*types*of*
social*media*ranging*from*YouTube*to*Instagram*to*Facebook*and*Twitter*(and*
possibly*others).*One*participant*commented*that*he*does*not*like*social*media,*
but*apart*from*that*participant,*all*said*that*they*do*read*content*on*social*media*
and*about*50%*of*them*contribute*as*well,*either*by*sharing*as*is,*or*posting*
their*own*content.*
*
When*asked*whether*they*prefer*a*'like'*feature*or*a*star*rating*feature,*one*
participant*shared*her*concern*that*a*star*rating*may*have*negative*
consequences*so*a*like*button*is*better*and*there*seems*to*be*agreement*with*
this*view.*All*participants*agreed*that*a*comment*field*on*content*is*needed*for*
our*app.*
6.5 Evidence of digital and language skills transfer
Despite not being the primary objectives of this report, we observed initial transfer of
linguistic and digital skills among the participants as they interacted with each other
during the completion of the workshop activities.
The following extracts are from the workshop in Finland demonstrating how
participants exchanged words and phrases in Russian and Finnish as they discovered
words with similar pronunciation and meaning, and useful phrases.
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Extract 1
A: Barhopping!
B: I love it!
A: How it is in Finnish?
B: Baarihyppely
(in Russian the same word - Barhopping/бархоппинг)
Extract 2
A: Kiroileminen! (=To swear in English)
B: It is just perfect! This is “ругаться, ругаться матом”
A: Absolutely right, very relevant also for the Russian-speaking
As*workshop*participants*worked*in*intercultural*pairs*or*small*groups,*the*
following*exchanges*were*observed*in*relation*to*digital*skills*transfer.*These*
salient*moments*were*captured*either*when*participants*engaged*with*a*digital*
task*that*was*new*to*them,*or*when*they*were*not*familiar*with*the*operating*
system.*Extract*3*was*recorded*between*Finnish*and*Russian*speaking*
participants*during*the*workshop*in*Finland*while*they*were*engaged*in*viewing*
the*360*Stonehenge*video*on*Google*Cardboards.*
Extract 3
A: So you would need a phone to look at this?
B: Yes, this or that [Google cardboards or VR glasses] and phone to
put it there inside
A: And where you can do it?
…
B: Yes, I can show you, look….
A: …Yes, this is impressive, you are almost there [inside the video]
The following quote and observation note from the workshop in Spain indicate
that participants’ digital skills were sometimes dependent on the operating
systems they are were accustomed to on their own devices. These moments
created opportunities for the participants to interact with and learn from each
other.
“I don’t understand this … How did you do it? … Show me … I
don’t speak Android”
(workshop participant in Spain)
"… had issues understanding how to unblock the tablet and access
the main menu as she is normally in contact with iPad platform. …
We noted then, that the participants who were used to Androids
(versus iPhone/iPads) were more comfortable with the technology"
(observation notes from the workshop in Spain)
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7. Conclusions
7.1 Functional Web App Requirements
Based on this analysis, we have identified a core set of functional requirements for the
planned web app.
• The system shall offer multi-language support
• Provides an interface for the creation/authoring of H5P-based interactive
digital media
• Provides an interface for engaging with H5P-based interactive digital media
that has been created with the app reflecting on how similar activities are
performed in their own cultures
• Offer social features (commenting including emoticons, voting & sharing) to
support community creation
• The system should provide a pedagogical structure to the content creation
process instead of the current unstructured functionality and media type
oriented interface. This can guide the content creators to produce more useful
contents for learners
• Following from the above point, the system should only make available to
content creators a subset of the large set of functionalities available in H5P.
The focus should be one what supports the creation of meaningful, learning
focused task-based language learning activities.
7.2 Non-functional Web App Requirements
• Provide responsive layout suitable for a wide range of screen sizes and
orientations
• The system utilises the H5P framework
• The system should constitute a progressive web app (with icon downloadable
to a mobile device’s home screen)
• The system shall be MIT licensed. This will grant permission for others to
reuse our code and is achieved by placing a text file within the code repository
with the statement found here https://opensource.org/licenses/MIT
7.3 Conclusions and logistical requirements for the co-production workshops
• Participants’ digital skills vary. Most participants in our Output 1 workshops
engaged with the creation activities without problems or with some support for
the researchers on the specifics of the ‘new to them’ H5P platform.
Competence in digital skills was not necessarily related to cultural
background, age, or gender, but the operating systems participants were
familiar with appeared to have an impact.
• Each pair will need a quite space for the co-production activities as noise from
other pairs will interfere in the recordings.
• Clip-on microphones for pairs will not be appropriate to record audio during
the workshops because cables might interfere, and wireless connection might
not be reliable. Dictaphone recorders for each pair would be more suitable.
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• Facilitation from Higher Education students is key to ensure the quality of the
outputs, and to preclude any potential cross-cultural conflict.
• Inter-generational pairs may also need special logistical requirements.
Unfortunately we were unable to recruit any intergenerational pairs for our
workshops at this stage. A different recruitment strategy will be required to
access these groups.
• Each cross-cultural pair might need to be accompanied by a translator.
• A list of cultural activities can be prepared as starting points at the beginning
of the workshops to facilitate generation of ideas.
• Incentives for participation (e.g. vouchers) will assist in recruitment.
• Childcare needs to be offered especially for participants from migrant
populations.
• Impact evidence collection will take at least 1 hour before the workshops
begin and 1 hour after they conclude. It would be best to have a creative
approach to measuring impact and incorporate evaluation as part of the
workshop activities.
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Appendix A
Output 1 Workshop plan
Preparation:
1. At least two researchers present throughout
2. 2 X audio recorders (We will audio record the whole event)
3. 4 pairs (intergenerational, or intercultural) of participants
Space: everyone sitting around a large table/circle in pairs. Some activities
are in pairs, some in small groups of 4 (2 pairs), and some whole group. The
space layout needs to be suitable for this. Each pair needs enough space/a
table (they’ll work together with cards/A2 sheets & tablets).
Activity 1:
1. Put participants in 2 groups
2. Print 2 X A2 sheets, print 2 X activity cards
3. Print 1 observation sheet per researcher
Activity 2:
1. 5Xtablets (test the tablets in advice, they may need to be set up, test
how the activities on the web browser of the tablet work)
2. Print 2 X A2 sheets
3. Print 2 X activity cards
4. Print 1 observation sheet per researcher
Activity 3:
1. 5X360 cameras,
2. 5Xtablets (1 per pair) - Youtube app installed and logged in to project
trial account, 360 camera app installed, H5P project account logged in,
video editing app installed on all tablets
3. 10XGoogle Cardboards
4. Print 1 observation sheet per researcher
5. Print 1 Instruction sheet for Activity 3.1 per participant
6. 5-10 mobile phones (Participants can use their own device or the
researchers’ phone. Phones need to have the Youtube app and the
Google cardboard app. You scan the QR code on the Google Cardboard
to download the app. If participants don’t want to do this, or if it is taking
too much time, use your own phones in Google cardboards for participants
to try it in turns. Make sure your phone is ready (apps installed, and view
the 360 video beforehand)
Task handouts for the participants may need to be translated, or partners may
need a number of interpreters in the room.
Suggested program (total of 4 hours including lunch and a Coffee
break)
• Introduction and handing out consent sheets 15 minutes
• Lunch40 minutes
• Activity 1: Cultural activities30 minutes
• Activity 2: Engaging with interactive media45 minutes
• Coffee break20 minutes
• Activity 3: Creating content90 minutes
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1-Understand the kind of cultural activities (30 minutes)
Group-based. Participants work in groups ideally of 4-5 each..
Material: Cards and the (difficulty - resources sheet sheet)
Each group of participants is given a set of cards including
• A number of cultural activities that are process based (e.g. knitting,
playing cricket, dancing)
• A number of cultural events (e.g. wedding, engagement, birthday)
• A number of cultural sites and associated cultural activities (e.g.
Pyramids - riding a camel, Bedwain tent - Arabic coffee making, )
• And a number of empty cards for participants to add to
And an A2 sheet of paper with two axes. Horizontal “ease of explaining the
activity’, and number and availability of resources involved.
Activity 1.1 (10 minutes): The participants create new cards (drawing and/or
text) and if appropriate state the culture that they associate it with (this bit can
be optional). This must take no longer than 10 minutes so by 10 minutes, stop
with whatever cards you have.
Note: Make clear that what we have provided are just examples to give a
sense of what a cultural activity/even/site can be and that the goal of the
activity is for them to propose what they think are the most important ones for
them. They can provide as many as they want
Activity 1.2 (20 minutes): Card placement led Focus group
For each card, use the cards they created, and only the ones they found
interesting from the pre-created ones.
1. First ask the participants to place it on the 2D axes in terms of what
they think as a group as to how easy it is to explain/teach the activity on
one hand and the number and availability of resources needed to carry out
the activity (e.g. no resources for dancing, but very specific tools for
Cricket)
2. Why do you think this is an important card to include
3. Discuss the cards the location of the card on the 2D plane (i.e., no of
steps and resources)
Then in general (after all cards are discussed)
4. What activities would you like to learn (whether on the cards or not),
5. Which activities do you think tell you more about people from different
cultures and their languages?
Feel free to ask any follow-up questions emerging from the discussion
Data collection
For both activities and the focus group
1. Each group should be audio recorded separately (we need this in the
consent form). And for the focus group, place two audio recorders on two
sides to ensure good audio quality.
2. Each group needs to be observed by a member of the research team
and notes taken during the observation
3. Created cards are to be collected as data
4. Pictures taken of the outcome of Activity 2 as this will be treated as
data
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5. The audio of the focus group is very important as well as that of the
discussions around Activity 2.
2-Engaging with interactive media (45 minutes).
Activity 2.1 (30 minutes) Ask participants to work in pairs to engage with
the media on activities at www.enacteuropa.com
Which will engage them with the following type of interactive media
1- Interactive images
2- Interactive video
3- Image sequencing (image drag and drop)
4- Interactive 360 image
5- Interactive slides
6- watch a 360 VR video (Stonehenge
example https://youtu.be/_RyqU1r1Fmk )
Activity 2.2 (15 minutes): Focus group and card placement
Ask participants to place the cards on the engagement-usefulness sheet while
having the following discussion for each card while it is placed
1. Why did you think this type of media was (not engaging/engaging)?
2. Why did you think this type of media was (not helpful/very helpful) in
learning about culture?
3. Ask more about the video interactivity, what did they think of it, useful,
confusing, what type of interactivity they prefer?
Then overall,
4. Which of these would you rather use to learn about a certain
activity/culture?
5. Imagine you will do one of these activities yourself. Which one can you
do?
6. Ask about preferences for subtitles, navigation (moving between
different steps in puppet video, branching option in Chinese lantern video),
and text/video pop-ups for vocabulary materials.
Data collection
• Observe their interaction with media (user observation sheet) and
particularly
o Where they able to engage with all media without problems?
o If at all, at what points exactly did they find difficulty, struggle or
ask for help? If you observe such cases, do ask them about the
reason they found difficulty at that activity.
o How comfortable were they in using the hardware(e.g. Tablets
and VR)
• Audio recording of the discussion
• Pictures of the prioritized cards
BREAK (20 minutes)
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3- Create media and H5P content (working in pairs)
At the beginning tell participants that they can ask for support if they struggle
with any of the activities.
Activity 3.1 (10 minutes - pair activity) Media capture and edit.
Pictures (taking and editing)
• Take a picture using the tablet camera tool of a side of the room
without people, then take close up pictures of one objects from that area.
• Crop the objects pictures to keep only the object of interest and save it
• Rotate the close up picture first in 90 degrees clockwise and save it,
and second by 45 degrees and save it.
Activity 3.2 (30 minutes - pair activity) using H5P
As the participants to follow the instruction sheet for the following activity
Create an image with hotspots
• Upload the picture of the room that you’ve taken
• Add hotspots that show the name of the object and the picture of the
close up object that you’ve photographed
Optional (10 minutes if there is time) For the groups that finish on time, give
them 10 minutes to either do the video activity, or record a 360 video
• Record a short video (1-3 minutes) of someone writing at least 8 letters
of their language’s alphabet
• Crop the video to keep to remove the first and last letter keeping only 6
letters
• Upload it to YouTube
Focus group (40 minutes)
Technical aspects: Take one card at a time. And ask
1. What did you think of this activity?
2. Please place on this sheet based on how easy/difficult you thought it
was and whether you needed help with that or not. Why did you place it
here?
Then in general, ask them about what they thought about the activities they
have carried out and ask
3. Which one you liked the most and why?
4. Which one you found most challenging and why?
Social media use:
Now move to a different topic and that is social media use.
1. In your everyday activities, what type of social
2. media do you use (explain what social media is: Facebook, Twitter,
Instagram, snapchat and communication tools such as WhatsApp and
Messenger).
3. How often do you use social media?
4. Ask about the nature of their participation in such networks
a. Do you normally just ‘like’ content or do you comment as well?
b. Do you like taking part in discussions in comments?
c. Do you create your own content, share content, or just read?
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d. If you share content, when do you share content? Why do you
share contents? Do you share with public or just friends? Who
normally creates the content that you share?
e. If you create content, do you just use text, or pictures, or video?
Any other questions based on the discussion?
Data collection
• Observe or video record the pairs particularly focusing on moments of
struggle in using the technology (use observation sheet). Feel free to ask
them about their points of difficulty while working. Particularly look at
o Where they able to engage with all media without problems?
o If at all, at what points exactly did they find difficulty, struggle or
ask for help? If you observe such cases, do ask them about the
reason they found difficulty at that activity.
o Ask if they felt dizzy using VR or not?
• Audio record the focus group and take pictures of sorted activities
