IPTV and Cultural Probes: A qualitative explorative study for the development of an interface for learning

Transcription

1 IPTV and Cultural Probes: A qualitative explorative study for the development of an interface for learning Marcos Jolbert C. Azambuja Polytechnic School of the University of São Paulo POLI-USP São Paulo, Brazil marcosjolbert@gmail.com mjca@usp.br José Aquiles Baesso Grimoni PEA - Department of Electrical Energy and Automation Engineering University of São Paulo POLI-USP São Paulo, Brazil aquiles@pea.usp.br Denise Dantas Faculty of Architecture and Urbanism FAU-USP University of Sao Paulo São Paulo, Brazil dedantas@usp.br Abstract The distance learning system has an important role to play in development and expansion of education. Use of digital technology in education makes communication, interaction, storage, and distribution of educational content more efficient (AZAMBUJA, 2013). Today, technology and media are very diverse. Internet Protocol Television, IPTV, is a new vehicle for communication and interactive information that makes new distance learning ideas possible. IPTV has become fundamental because they are highly interactive, they deliver synchronous and asynchronous content at a high quality, and offer an expanding range of options to users. Cultural probe can lead to very promissing results as a qualitative IPTV research tool. It is a proposal of a conceptual model of a learning interface for IPTV. The objective of this article is to describe the development and application process and qualitative research results as a way to collect data using cultural probes to develop a proposal for an IPTV education interface to deliver synchrous and asynchronous content to teach engineering, specifically engineering distance learning via IPTV. Objective and tasks were designed in this study for engineering and communication students and electrical and telecommunication engineering teachers to record observations. The results obtained using this technique can help to develop a proposal for an educational interface that will enable IPTV to be used in distance education to teach engineering. The development and application process of the cultural probes in this article had three steps adapted from the method proposed by Mattelmäki [1]: 1) tuning; 2) probe design; 3) interpretation and results. Finally, the main points of the experience were cast and discussed considering the results obtained and the protocol used to collect the data. The methodology encompasses: review of the literature to define the directives to be used in IPTV in distance education based on studies and considerations in the areas of engineering education, participative design, media, and learning; qualitative data were collected using cultural probes; a data analysis report; and a proposal for a conceptual model of an IPTV interface for use in distance education. The results indicate new challenges for qualitative research in the area. Keywords IPTV; distance learning; cultural probe; engineering education; interfaces. I. INTRODUCTION In recent years, a series of concepts, standards, and technologies have arisen that change distribution of and access to information. The communication industry is more frequently attracted to making content available in many different types of media. The industry intends to reach the greatest number of consumers by providing communications, entertainment, and information services anywhere at any time. Advances in information and communication technology have brought new challenges to the industry. One important questions is: How can the growing complexity of information in many different media formats be administrated? Kozma [2] states that media can be defined by the type of technology it uses, by its systems, and by its ability to process information such as text, sound, image, and animation. Devices such as Personal Digital Assistants (PDAs), cellular phones, smart phones, and tablet computers have arisen as true extensions of the traditional Personal Computer (PC). These devices are to a large extent made viable through Internet Protocol (IP). The existence of formats and standards and market forces that lead to new products make it possible to create new alternatives by combining different types of media and services. IPTV is one of these new products. According the International Telecommunications Union [3], IPTV is defined as multimedia services delivered through IP networks. This includes the news, videos, music, text, and data. By definition, the user should be the main beneficiary of this information and communication technology revolution. Users seek to keep up with the changes and take advantage of them, since digital information processing is found practically everywhere. This study takes place on the boundary between the areas of engineering and education. The objective is to describe the development and application processes and qualitative results from data collection from cultural probes to aid in the development of a proposal for an interface for the use of IPTV services as a way to deliver synchronous and asynchronous content in engineering education. The specific focus is on using IPTV to remotely teach engineering. The study is based on self-

2 documentation carried out by engineering and communications students, electrical engineers, telecommunications engineers, and teachers in these areas, using objects and tasks designed for this research focus. Results obtained using this technique can aid in developing a proposal for an educational interface for engineering teaching through an IPTV service as a model of distance education. The process of developing and applying cultural probes in the article was carried out in three steps, adapted from the methodology proposed by Mattelmäki [1]: 1) focus; 2) design the probe; and 3) interpret the results. In addition, there is a discussion of the pros and cons of the experience considering the results obtained using the cultural probe method. Cultural probe is a technique based on building rapport between researchers and those participating in the study. The purpose of cultural probes is to identify and understand people's habits, feelings, and desires in their personal and lives and at work. In this study, cultural probes are used as an exploratory method to investigate the experience of using interfaces focused on user experience. Results obtained using this technique can support the ideas and inspirations in developing a proposal for an IPTV interface focused on distance learning. The article has the following structure: the first section presents the introductory aspects; the second section describes the approach to IPTV and engineering education; the third section discusses distance education, media, and learning focused on IPTV; the fourth section deals with cultural probes as a qualitative data collection instrument used in the experiment that was the basis for this article; the fifth section presents some of the results; the last section discusses the main advantages and disadvantages seen during the process, the main factors in the development of an IPTV interface using data from a cultural probe. II. IPTV AND ENGINEERING EDUCATION A. IPTV There are many different visions and definitions of what Internet Protocol Television (IPTV) is. The European organization Digital Video Broadcasting (DVB) is the regulating agency of technical rules for global television and data service providers. DVB defines IPTV as a system in which digital television service is delivered through the IP network [4]. This study uses the definition given by the International Telecommunication Union (ITU), the main United Nations agency that deals with issues of information and communications technology. The ITU defines IPTV as multimedia services such as television, audio, video, text, graphics, and data delivered on IP networks managed in order to provide Quality of Service (QoS), Quality of Experience (QoE), safety, interactivity, and reliability of requirements [3]. The definition of IPTV is broad and can be interpreted in many different ways. When reflecting on these definitions, a well-defined concept must be used as a base. This study uses the aforementioned ITU definition, which states: IPTV isn't just television through IP, it is much more [5]. B. Motivations And Challenges There are many reasons for operators to adopt IPTV. According to Thompson [6]: Standing out from the competition by offering integrated services (video, voice, and data), leveraging a greater potential to keep existing clients loyal and get new clients; The IPTV service stands out from traditional TV services in many ways. In addition to the basic functions of broadcast TV and video on, the IPTV service offers a level of interactivity that competitiors are still too limited to reach. IPTV uses a bidirectional broadband network with a large transmission and reurn capacity; There is a trend in the industry to bring services and networks together by way of IP. Services and networks utilizing IP are beginning ti be brought together in broadcast TV, according to the National Association of Broadcasters NAB 2014 in Las Vegas, Nevada. C. Services Offered The set of services that will be offered must be understood to detail a platform that supports IPTV. As Visser [5] says, IPTV services and networks utilizing IP isn't just television through the IP network. Kawamori [7] adds to this, stating that IPTV isn't just streaming video on the internet to personal computers. IPTV goes far beyond traditional video delivery services. It includes the interactivity of the internet. Other services can be added and integrated with it, such as communications services like Triple Play, that is, services that unite video, audio, data, and voice. According to Heath [8] and Simpson [9], IPTV services are common. Figure 1 shows a well-defined taxonomy of IPTV services in these areas: video; audio; communications; entertainment; commerce; and utilities. There are many reasons for operators to adopt IPTV [6]. Fig. 1. Taxonomy of IPTV One of the main challenges facing telecommunications operators that offer IPTV services is providing exceptional quality of service and experience to the users. This quality of user experience and quality of service must be at least as good as those already offered by satellite, cable, and traditional TV broadcasters. It is quite complicated to offer that level of service when video is distributed at a large scale using IP network infrastucture on which many services offer the same resources [10].

3 D. IPTV and Engineering Education It can be said that learning is passing from a state of lack of knowledge to a state of knowledge. In a teaching environment, the state of knowledge about a given subject is the goal of instruction. Passing from the state of lack of knowledge to the state of knowledge takes place through a learning experience. In a teaching environment, this experience takes place using teaching material, methods, and resources [11]. There have been many discussions and reformulations of engineering education on an unprecedented scale. There are many reasons for this. The most important is the impact of dynamic, up-to-date technological knowledge. This should be the central goal of engineering education [12]. There are always new teaching and methodology proposals at national and international engineering conferences, such as the Brazilian Engineering Education Conference (COBENGE), the World Engineering Education Forum (WEEF) and the International Conference on Engineering Education and Research (iceer). The complexity of engineering courses leads to many challenges in constructing knowledge about engineering education [13]. Another challenge faced by today's educators that was pointed out [14] isn't just in using computers in schools, but in using them to develop and change teaching-learning relationships and pathways. That is, building up knowledge about engineering education using digital technology in educational spaces should take the indispensable relationship between teachers and students into consideration. This experience of interactivity leads to a partnership and shared responsibility for learning. III. DISTANCE EDUCATION,MEDIA, AND LEARNING AS A FOCUS OF IPTV Distance education has been expanding and gaining credibility. High-quality education can be provided using this model. States that the educational sector that has most grown worldwide is distance learning because of the introduction of new communications technologies [15]. Distance education is an incalculable resource that serves large numbers of students more effectively than other methods without reducing the quality of services offered [16]. In Brazil, there is a legal decree to encourage the use of distance learning tools (Decreto da Casa Civil nº 7.480, 2011). State that the era of all-pervasive digital communication and information technology has led to actions at all levels of education [17]. In addition, with the help of interactive technology, virtual activities are able to make learners feel closer to the material. A video conference brings the student closer to the teacher, for example [18]. Imagine a worker on an oil platform offering a class through and Internet Protocol network to a specific group of students or teachers at a university. This would break new ground in bringing engineering teaching closer to the students and bringing practical experience into the classroom in real time. An engineer on an oil platform has experience of applying the theory to solve real world problems. States that in education based on interactive technology, different types of new media with characteristics that are very different from the traditional forms become part of the list of options offered to educators [18]. In light of the considerations discussed above, the use of IPTV as a Virtual Learning Environment can bring engineering teaching closer to the students. All learning activities involve communication, and communication can only take place through some type of media. Choosing media and its content is an important task within the creation of a learning activity [18]. The most probable trends in the world today point toward a convergence between distance learning and learning in person with positive synergy between them and advantages for both [19]. Because of this convergence of distance learning and group study, constructivist collaborative learning methods can be adopted, as can the convergence between text, audio, and video in the same media platform [20]. Today, information and communication technology makes it possible to use media in innumerate ways. As time passes, the capabilities of communication are growing. These new types of media broaden the possibilities in how education is put in practice, facilitating exchange of information and distribution of content. Consequently, the ways knowledge is exchanged end up changing. IPTV is a complete form of media that can be used for distance education. It is particularly apt for use in engineering education. A. IPTV as a Virtual Learning Environment: Considerations and Proposals When IPTV is used as a virtual learning environment, it can encourage significant learning. Some of its characteristics are useful in obtaining good student/teacher performance when it is used effectively. The teacher can leave his class on file after the live transmission; During transmission of a class or seminar, IPTV lets students and teachers communicate, closing the spatial/interaction gap; IPTV can be used along with other Virtual Learning Environment tools, such as the use of polls or evaluations in real time about the themes and content being dealt with; IPTV can be integrated with other tools and resources such as Moodle, social networks (Facebook), chat, and merchandising (Twitter); Studies on themes such as smart grids, renewable resources, and complex systems can be transmitted by professionals or teachers from wherever they are, all they need is an internet connection; With the arrival of great events like the Olympics in Brazil, the transmission of knowledge and information through IPTV by professionals and teachers involved

4 in large projects will greatly aid the research and academic areas. These characteristics give IPTV a great potential to be used in the teaching-learning process. These characteristics offer effective and collaborative academic education, especially in engineering. IV. USING A CULTURAL PROBE FOR DATA COLLECTION TO DEVELOP AN IPTV INTERFACE A. Cultural Probes Cultural Probes use an interpretative approach. They use designed objects and provocative tasks to support involvement of future users in the initial steps of the design process [21]. This approach was introduced in the 1990s by a group of researchers from the Design Interactions Department of the Royal College of Art in England in a project to explore how to better integrate senior citizens into the daily life of their communities [21]. The lists the following characteristics for Cultural Probes [1]: First, they are based on user participation by means of self-documentation. In the user-focused design process, material created by users or potential users is collected and documented; Second, they examine the personal perception and context of each user. The purpose of this is to describe human phenomenon and users. This perspective enriches the design; and Third, The probes are exploratory. They explore new opportunities to solve known problems. The objective is to encourage participants to reflect on and express their experiences. This allows their actions and the contexts of their actions to be examined. These characteristics make Cultural Probes a qualitative ethnographic research model. The users intimate personal questions can be seen, which helps to diagnose the design process. Lists four reasons cultural probes can be used in design processes [1]: 1. Inspiration. The probes can enrich and support designers or creative groups; 2. Information. The probes can collect information about users; 3. Participation. The probes encourage participatory design. This can help get the user involved in the design process; and 4. Dialogue. The probes can create a bridge between users and designers. It is participative design focused on the user. The processes involved in carrying out cultural probes can make interaction and dialogue possible between the designers and users who participate. The technique has shown itself to be satisfactory in many types of academic research in Brazil and throughout the world [22]. This study was developed in the Telecommunications Engineering Sector of the Radio Broadcasting Department of the Canção Nova Communication System and in the Canção Nova Communication University Radio and TV Department. The cultural probe technique wasn t familiar and had never been applied in design. The technical experiment is described in the following section. B. Development, Application, and Analysis of Cultural Probes The activities described here refer to research carried out in the telecommunications sector of the Canção Nova Communication System. Twelve people took part. There were two telecommunications engineers and an electrical engineer, four engineering students, one software engineering student, and four communications students from the Radio and TV Department. The objective of this study was to conceive of and create an IPTV interface focused on learning using information and insights obtained by cultural probes. The study was developed as follows: An explanation of the probe; The probe was delivered to find out the perspective of users so that they could put together their interfaces; The cultural probes were returned. Each user is free to put together their interface without being observed. This research wasn't participative or observed. Each participant took the probe with them with the due date specified. This study used the methodology proposed by Mattelmäki [1]. There were three steps: 1) tuning; 2) probe design; and 3) interpretation and results. After choosing the research niche, engineers, engineering students, and communications students began the tuning step proposed by Mattelmäki [1]. This took place because the participants in the research were the same as the people who will be using the proposed interface. Considering the specific character of the users, an effort was made to stimulate attention to creating a personal interface, stimulating affective and cognitive aspects of the users being studied. The first step was entirely developed by identifying the subjects of the areas of engineering and communications. Next, the second step of the process began, designing the probes. This step began with the data synthesized in the previous phase. First a researcher carried out an analysis of similar systems in which IPTV interfaces and similar environments such as Netflix, Apple TV and Yahoo TV were researched. Then there was a brainstorm to generate ideas for how to begin the probe design. There was an evaluation that took the context of applying probes and their effectiveness into consideration. From this, material and strategies were selected that would be developed later.

5 The next part of the step was creation and construction of the probes, emphasizing the need for them to be attractive and motivate the participants to complete their work. After they d been put together, the cultural probes were finally delivered to the participants. It was stipulated that they would be delivered and the participants would have a week to manipulate the probe. The strategy used as a protocol was: deliver the probes to the engineers, engineering students, and communications students. After the period of time that had been defined, the probes were collected for preliminary analysis of the results. Basically, what the participants had recorded was read: hierarchical assemblies of each subject in the personal interface; assembly of the interface; and recording in a notebook. This procedure was adopted considering that since all the participants were in the engineering and communications area, interpretation of the probes would be more productive. It should be pointed out that collecting data using cultural probes with these twelve participants is a preliminary preparatory quantitative study. There will be a large-scale study carried out at the Polytechnic School of the University of São Paulo (EPUSP) with engineering teachers, engineering students, and professionals in the engineering field. The objective is to start this study at EPUSP in the PEA-5900 course, Engineering Education Technology, taught by PhD. Osvaldo Nakao and PhD. José Aquiles Baesso Grimoni in the Electrical Engineering Graduate Program at the University of São Paulo. C. Cultural Probes Developed Twelve cultural probes were developed from the steps described, resulting in twelve different solutions. The material carried out in the probes will be illustrated here. The protocol for the Cultural Probes was developed in order to lead the people who participated in the study to carry out three recording steps: 1. Directions and Notebook; 2. Attributes and hierarchy related to the degree of importance in the interface; and 3. Development of the Personal Interface. All of the material to carry out these three steps were organized in a folder as shown on Figure 1. The objective of the cultural probe kit was to analyze the question of the hierarchy of an interface. The intention was to map the degree of importance of the subjects or areas of interest in an IPTV interface focused on learning. Each participant put together a personal interface. Registers and comments about the study were recorded. The researcher sought to identify what the most relevant desires for the interface were, as well as what the least relevant or even irrelevant areas for the subject of an interface were. In order to do this, the kit containing the cultural probes was delivered as in Figure 2. Fig. 2. Cultural Probe Kit The probes included the following material: Notebook with the directions. In it the participants were invited to read about the procedure of the probe, write their professional identification information, make any comments about their experiences with the probe, and make suggestions that weren t included in the probes (Figure 3); An envelope with the Hierarchical Scale with small cards and an assembly sheet. The participants put the cards together and glued them to the sheet in the order of personal importance in a personal IPTV interface focused on learning (see Figure 4); and An envelope for the Personal Interface with small cards and an assembly sheet. The participants put their personal interface together on the sheet. In this probe, the participant used different cards to put together their personal interface with menus, boxes with subjects the participant thought were needed, the sizes of these boxes, and a cognitive organizational shape that was up to them to put together (see Figures 5, 6, 7, and 8). Fig. 3. Directions and Notebook

6 Fig. 8. Personal interface (assembly) Fig. 4. Hierarchical scale of the personal interface The information was collected by means of the material developed and included in the cultural probe kit (see Figure 8). The results are shown on Table 1 below. Fig. 5. Personal interface (menus) Fig. 9. Cultural Probe Kit The cultural probe kit described above was delivered to the 12 subjects. There were engineers, engineering students, and communications students. Four of the results are shown as a partial sample of the different possibilities that each subject pointed out in putting together their personal interface. On Table 1, note that some of the samples are similar, but that each participant has their own criteria for use and accessibility of the interface. TABLE I. RESULTS OF THE CULTURAL PROBES Fig. 6. Personal interface (boxes) Fig. 7. Personal interface (boxes) Professional Hierarchy Interface Observations Telecommunications Engineer Electrical Engineer 1 Live video 2 Classes on 3 News 4 Audio 5 Storage 6 Social 7 Free External Links 1 Live video 2 Audio 3 Classes on 4 News 5 Storage 5.1 Free 1Video (Any content) Highlights 2 News 3 Audio 4 Classes on 1Video (Any content) Highlights 2 Audio 3 Classes on 4 News - The cards are too small to handle well. - The data could have been collected digitally - The research method was educational. - It was difficult to handle the cards. - Would it be possible to use

7 Software Engineering Student Communications Student Links related to the subject being dealt with 5.2 Free Links to libraries 6 Social 1 Live video 2 News 3 Storage Classes on 4 Social 5 Audio 6 Free Related Links 6.1 Free Digital libraries 1 Live video 2 Audio 3 Social 4 News 5 Classes on 6 Storage 7 Free Links to other universites 1Video (Any content) Highlights 2 News 3 Classes on 4 Social 1Video (Any content) Highlights 2 Audio 3 Social 4 Storage computer technology? - It's hard to handle the cards. - Figure out a way to automate the research. How can the text content be distributed. - Create an option for "Restricted Area". -How can the teacher interact with the students? D. Advantages and Disadvantages In order to describe the method used in the Cultural Probes and present an evaluation of its application, the advantages and disadvantages had to be identified. In this study, the following points referring to the application of cultural probes as a qualitative research method and exploratory study to develop a learning-focused interface stood out. Advantages: It was an educational way to insert the participant in the process; It kept the participants involved in the research; It is easy to identify the target audience to apply a cultural probe; It makes it possible to collect data so that only the subject can record it; and It makes the subjects feel like they are actively participating in the research process. Disadvantages: The first impression was that it would take a long time; The kits didn t seem to make the subject curious about the subject; The cards were too small to handle (menus); There was some confusion in shuffling the cards (hierarchical scale and menus); and The participants had trouble with the way the stickers were taken off the sheets and stuck to the probe sheets. The results showed that a digital cultural probe needs to be created so that the subject can put the probe together anywhere. It should be accessible on any computer terminal, either mobile or desktop. V. FINAL CONSIDERATIONS The research that was carried out was a qualitative exploratory study to develop an IPTV interface focused on learning by means of cultural probes for teaching and learning in engineering. Note that in general, the results obtained from the experiment with cultural probes described here was very positive. The participants involved in the research considered the process with the cultural probes to be interesting and pleasurable, though it was a lot of work. The probes can contribute to the establishment of more confidence between the participant and the researcher. In addition, the process resulted in creative and provocative solutions from the insights obtained. This study highlights the need to create a digital cultural probe. It should be available online in order to improve the handling and creation of the personal interface. Perhaps it should be possible to manipulate the interface itself to fit the needs of the user. However, note the need to stimulate development of the more open or even absurd tasks in order to obtain information that might be surprising [23]. For this reason, a digital cultural probe should be developed. Even though it was a preliminary study, this study proved to be useful and efficient. In future experiments, the intention is to carry out more general and broader probes about the habits and consumption of media of the subject, their expectations and feelings, in order to put the probe together. This should give more opportunities for the design of an interface to be more diverse, beginning from a wider understanding of the lives of the subjects and their behavior in a learning-focused environment. As proposed, after this initial study, the Cultural Probe model will be applied in PEA-5900: Engineering Teaching Technology, taught by PhD. Osvaldo Nakao and PhD. José Aquiles Baesso Grimoni in the University of São Paulo Electrical Engineering Department. The study shows that one of the factors needed to develop a electrical engineering teaching and learning interface for IPTV is that the interface be focused on the user. The IPTV experience is a true qualitative leap in innovation in the teaching and learning process. The proposed technology can help to achieve expressive advances in reaching the masses in the short term [13]. REFERENCES [1] M. Tuuli, Design Probes, Publication Series of the University of Art and Design Helsinki, Gummerus Printing Printed in Vaajakoski, Finland, [2] Kozma, R.B. Learning with media. Review of Educational Research, v. 61, n. 2, 1991.

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