METUIGA “Methodology for the design of systems based on tangible

user interfaces and gamification techniques”

CASE STUDY: TEACHING GEOMETRY IN CHILDREN WITH
VISUAL PROBLEMS
 Content table

INTRODUCTION PROBLEM TO STATE OF ART PROPOSED STUDY CASE

SOLVE METHODOLOGY

CONCLUSIÓN AND
FUTURE WORK
Introduction
The use of technology in education has led to the
development of many applications and Web-
based solutions aimed at supporting learning in a
creative and amusing environment.
Many applications have been designed as digital
games to encourage and engage students of any
age in their learning process. Unfortunately, for
students with visual impairments the
opportunities are very limited
A visually impaired student has a very limited
number of potential applications to consider, and
they are for very specific topics.
In the literature some specific educational games
or applications suitable for visually impaired
children have been proposed, such as BraillePlay
[1], a suite to teach the braille code. However, a
visually impaired student has a very limited
number of potential applications to consider, and
they are for very specific topics.
Problem to solve
This means a great challenge for all those
development teams that must develop a system
for people with visual disabilities
They do not know the tools and techniques
appropriate to generate systems that meet the
necessary requirements based on the usability
and accessibility criteria that these users need
We present a methodological proposal to build
interactive systems using tangible user
interfaces and gamification techniques. Taking
as a case study the teaching of geometry
concepts to children with visual impairment.
 State of art

TANGIBLE USER INTERFACES GAMIFICATION AS USER-CENTERED DESIGN

AS LEARNING TOOLS LEARNING TOOLS
A tangible user interface (TUI) can be defined as one in
which the user is provided with a physical
representation of the digital information, allowing the
user to literally grasp the data with their hands.[4]
Tangible user
Several reasons why TUI can Use of physical materials. interface
Possibility of engaging
improve the learning
the user.
framework [6] are the
Very useful for
following: collaborative learning.
 Gamification
Gamification is based on the use of
videogame design elements in non-game
contexts to make a product, service or
application more fun, attractive and
motivating [19].
In the educational context, gamification is
being used both as a learning tool in
different areas and subjects, as well as for
the development of collaborative attitudes
and behaviors and autonomous study [25].
Gamification can favor all these wishes of
the students through the different
mechanics and dynamics of the game[27]
User-centered design
Is an approach that consists of putting the end user at the
center of the product design and development process and
covering the entire life cycle of the product.
One of the central ideas proposed by the UCD methodologies
is that development processes cannot be resolved as linear
processes, but require iterative and agile reviews, which
involve constant reviews and evaluation of processes
throughout the entire process.
Analyzed methodologies
MPIu+a
◦ The MPIu + a methodology [8] is oriented towards the design of
user-centered interactive systems.

LEGADEE
◦ LEGADEE (LEarning GAme DEsign Environment) was proposed
[10], it is a useful tool to help design educational games.

DOODLE
◦ DODDLE (Document-Oriented Design and Development of
Experimental Lear-ning), is a methodology for creating serious
games focused on documents. [9]
Proposed methodology
•METUIGA (MEthodology for the design of systems based on Tangible User Interfaces and
GAmification techniques)
•Focused on the development of interactive systems following the principles of user-centered
design and the iterative cascade life cycle
 Requirements stage activities
Activity Product
Generation of a document containing the activities carried out at this stage Document that will contain all the information collected from the activities carried out in
this stage

Interview the end users of the application to know the needs of the system Document with information related to the needs of users in the system

Generation of use cases and actors involved in the system. A list of use cases and system actors

Identify possible risks within the project A list of initial project risks

Identify the main requirements and restrictions of the system to be developed A list of the main requirements and restrictions of the system to be developed

Identify functional requirements and not A list of functional requirements and not
functional. functional.

Identify user interface requirements A list of user interface requirements

Identify the gamification characteristics of the project The gamification characteristics of the project

Identify the evaluation tests to be applied at the corresponding stage considering the A table with the tests that will be applied in the application and the end users
end users

Perform the corresponding assessments A table with the results of the evaluations applied to the system and end users

Analyze the results of the evaluations carried out and identify possible improvements A table with considerations for the corresponding stage
in the corresponding stage
 Desing stage activities
ACTIVITY PRODUCT

Generation of a document containing the activities carried out at this stage Document that will contain all the information collected
from the activities carried out in this stage
Design the system class diagrams A list with class diagram designs
Design dynamic system flow diagrams A list with dynamic system flow designs
Build static interface designs involving end users and considering the A list of static user interface designs
mechanics and dynamics to implement

Build dynamic interface designs involving end users
Perform the modeling and construction of the database design
Perform database security design
Identify the evaluation tests to be applied at the corresponding stage
considering the end users
Perform the corresponding assessments
Analyze the results of the evaluations carried out and identify possible
improvements in the corresponding stage
A list of dynamic user interface designs
An initial design of the system database
A proposal on the system database security design
A table with the tests that will be applied in the
application and the end users
A table with the results of the evaluations applied to the
system and end users
A table with considerations for the corresponding stage
 Desing stage activities for the use of gamification
techniques
ACTIVITY PRODUCT

Identify the challenges to be implemented in the gamified The challenges to be implemented in the
system system

Design the gamification structure of the system A diagram of the gamification structure

Classify common, individual and collective missions A list of common, individual and collective
missions

Design the interface of an avatar for the system A proposal on the avatar design for the system
Desing stage activities for the use of
tangible user interfaces
Activity Product
Design tangible objects considering the information of A list of tangible object designs
the designed interfaces

Classify tangible objects based on their characteristics A classification list of tangible

objects

Design and build the tangible interface based on the A tool to use tangible user
recommendations of the methodology interfaces

Design a warehouse for tangible objects A tool to store objects

 Implementation stage activities
Activity Product
Generation of a document containing the activities carried out at this Document that will contain all the information collected from the
stage activities carried out in this stage

Identify a coding standard for system programming Information about the selected standard

Apply the selected coding standard Samples of the use of the coding standard in the code

Design an organization diagram of the components and modules in the A diagram of the organization of components and modules
system

Design a directory structure diagram and final system files A diagram of directory structures and final files

Build a System Folder Content Information table A table with information on the contents of the folders

Identify the evaluation tests to be applied at the corresponding stage A table with the tests that will be applied in the application and the end
considering the end users users

Perform the corresponding assessments A table with the results of the evaluations applied to the system and end
users

Analyze the results of the evaluations carried out and identify possible A table with considerations for the corresponding stage
improvements in the corresponding stage
 Launch stage activities
Activity Product
Generation of a document containing the activities carried out at this Document that will contain all the information collected from the
stage activities carried out in this stage

Generate a guide to transfer the application to the end user Document with relevant information for the correct use of the application

Identify the evaluation tests to be applied in the system and to end users A table with the tests that will be applied in the application and the end
to measure social acceptability and practical acceptability users

Perform the corresponding evaluation A table with the results of the evaluations applied to the system and end
users

Analyze the results of the evaluations carried out and identify if the A table with program considerations
software has the necessary characteristics to be launched to production

Generate a final evaluation of the application before launch Document with information on the status of the application
Study case
We have developed an application to teach basic
concepts of geometry to first-year primary school
children following the proposed methodology.
The application is composed of three components:
◦ A tangible tracking system.
◦ Geometric objects.
◦ An Application.
 Conclusions and future work

This methodology still in process which aims to We intend to continue with the experimentation we intend to extend the functionalities of the
support the construction of interactive systems of the proposed methodology by creating new presented prototype in order to add more
using tangible user interfaces and gamification applications aimed at people with visual problems. activities that enhance geometric mathematical
techniques. skills in blind users or with low vision.
 ▪Authors
Thanks for you ▪ Luis Roberto Ramos Aguiar (roberto.ramos.nay@gmail.com)
time and ▪ Francisco Javier Álvarez Rodríguez (fjalvar@correo.uaa.mx)
atention
References
1. Milne, Lauren R., et al. "BraillePlay: educational smartphone games for blind children." Proceedings of the 16th international ACM SIGACCESS conference on Computers & accessibility. ACM, 2014.Author, F., Author, S.: Title of a proceedings paper. In: Editor, F.,
Editor, S. (eds.) CONFERENCE 2016, LNCS, vol. 9999, pp. 1–13. Springer, Heidelberg (2016).

2. Yuan, Bei, Eelke Folmer, and Frederick C. Harris. "Game accessibility: a survey." Universal Access in the Information Society 10.1 (2011): 81-100.Author, F.: Contribution title. In: 9th International Proceedings on Proceedings, pp. 1–2. Publisher, Location (2010).

3. Lozano, Maria D., et al. "Tangible user interfaces to ease the learning process of visually-impaired children." Proceedings of the 32nd International BCS Human Computer Interaction Conference 32. 2018.

4. Shaer, Orit, and Eva Hornecker. "Tangible user interfaces: past, present, and future directions." Foundations and Trends® in Human–Computer Interaction 3.1–2 (2010): 4-137.

5. MIT (2017). Tangible Media Group - MIT. https://tangible.media.mit.edu/project/tangible-bits/

6. Marshall, Paul. "Do tangible interfaces enhance learning?" Proceedings of the 1st international conference on Tangible and embedded interaction. ACM, 2007.

7. Oliva, Herberth Alexander. "La gamificación como estrategia metodológica en el contexto educativo universitario." Realidad y Reflexión, 2016, Año. 16, núm. 44, p. 108-118 (2016).

8. i Saltiveri, Toni Granollers. MPIu+ a. Una metodología que integra la Ingeniería del Software, la Interacción Persona-Ordenador y la Accesibilidad en el contexto de equipos de desarrollo multidisciplinares. Universitat de Lleida, 2007.

9. McMahon, Mark. "The DODDEL Model: A flexible document-oriented model for the design of serious games." Games-based learning advancements for multi-sensory human computer interfaces: Techniques and effective practices. IGI Global, 2009. 98-118.

10. Marfisi-Schottman, Iza. "Methodology, Models and Tools for Designing Learning Games." (2012).

11. ReacTIVision Homepage, http://reactivision.sourceforge.net/, last accessed 2019/12/24.

12. Trackmate, An easy-to-build tangible user interface. http://trackmate.sourceforge.net/codeit.html (accessed: 5.01.2019).

13. Galeano, Roylan. "Diseño centrado en el usuario." Revista q 2.4 (2017).

14. Mor, Enric, Muriel Garreta Domingo, and Maria Galofré. "Diseño Centrado en el Usuario en Entornos Virtuales de Aprendizaje, de la Usabilidad a la Experiencia del Estudiante." SPDECE. 2007.

15. Díaz-Antón, María Gabriela, et al. "Propuesta de una metodología de desarrollo de software educativo bajo un enfoque de calidad sistémica." Univ. Simón Bolívar, Caracas, Venez 1 (2006): 91.
References
16. Iso, https://www.iso.org/standard/52075.html, last accessed 2019/12/28.

17. “Gracia Bandrés, M.A., Gracia Murugarren, J., Romero San Martín, D. – (2015) TecsMedia: Metodologías de diseño centradas en usuarios”

18. Ortiz-Colón, Ana M., Juan Jordán, and Míriam Agredal. "Gamificación en educación: una panorámica sobre el estado de la cuestión." (2018).

19. Deterding, Sebastian. "Gamification: designing for motivation." interactions 19.4 (2012): 14-17.

20. Burke, Brian. "Gamification 2020: What is the future of gamification." Gartner, Inc., Nov 5 (2012).

21. Kapp, Karl M. "Games, gamification, and the quest for learner engagement." T+ D 66.6 (2012): 64-68.

22. Kapp, Karl M., William F. Latham, and Hester Ford-Latham. Integrated learning for ERP success: A learning requirements planning approach. CRC press, 2001.

23. Valderrama, Beatriz. "Los secretos de la gamificación: 10 motivos para jugar." Capital humano 295 (2015): 73-78.

24. Werbach, Kevin, and Dan Hunter. For the win: How game thinking can revolutionize your business. Wharton Digital Press, 2012.

25. Caponetto, Ilaria, Jeffrey Earp, and Michela Ott. "Gamification and education: A literature review." European Conference on Games Based Learning. Vol. 1. Academic Conferences International Limited,
2014.
26. Carolei, Paula, et al. "Gamificação como elemento de uma política pública de formação de professores: vivências mais imersivas e investigativas." SIMPÓSIO BRASILEIRO DE GAMES E ENTRETENIMENTO
DIGITAL (SBGames) 15 (2016): 1253-1256.
27. Castellón, Lucía, and Óscar Jaramillo. "Educación y videojuegos: Hacia un aprendizaje inmersivo." Homovideoludens 2 (2013): 264-281.