Inclusive design of content & interface for tablet based disaster preparedness training.

Syed Ali Tarek FRSA, FHEA, FRAS

Doctoral Candidate, Liverpool John Moores University, UK

Email: S.A.Tarek@2012.ljmu.ac.uk

Agenda

1

2

Introduction & Background of the Study

Findings and Discussion3

Presenting Tablet Based Disaster Preparedness Training

ICT Based Milestone InitiativesICT Based Milestone Initiatives

• Hole in the Wall, Initiator Sugata Mitra, 1999

• One Laptop per Child, Initiator Nicholas Negroponte 2005

• One Tablet per Child, Initiator Nicholas Negroponte 2010

1

User Interfaces of Those ProjectsUser Interfaces of Those Projects

• Hole in The Wall

1

Topic: Various Activity PlaylistLanguage: English

Static Local Language. Word Meaning: Learn

Static Local Language. Word Meaning: Play

User Interfaces of Those ProjectsUser Interfaces of Those Projects

• Hole in The Wall

1

Topic: Mathematics (factors)Language: English

User Interfaces of Those ProjectsUser Interfaces of Those Projects

• One Laptop Per Child

1

OS: Windows, LinuxLanguage: Predominantly English, No special interface in local language.

User Interfaces of Those ProjectsUser Interfaces of Those Projects

• One Tablet Per Child

1

Even the BSOD(s) were in English !

User Interfaces of Those ProjectsUser Interfaces of Those Projects

• One Tablet Per Child

1

Interface Language: English

Common Attributes of these Common Attributes of these interfacesinterfaces

• Feature enriched. One size fits all approach.• English is the prime language for the

interfaces.• Mostly aimed at kids. Primary priority was

teaching basic computing functions, alphabets, rhymes, internet browsing, content creation using built-in applications.

• In most cases no preliminary training or guidance is given. Kids are used as test subjects that raised ethical concerns over the overarching impact of the project.

1

Limitations of those InterfacesLimitations of those Interfaces

• How much a standard language (English) can serve the local needs! Participants needed to learn a new language to understand what the artefact has to offer to improve their life! – This generated enough awkwardness to some people

who were already illiterate/less literate to set the machine aside or think it is a device for kids to play with.

• By using standard templates & graphics, local culture and values may not be represented adequately. – Design trade-offs are eminent to have local language

based interface.

• Contents were primarily aimed towards kids with no direct intention of promoting inclusivity.

1

Why Disaster Preparedness Training Using Tablet Device?

• Lack of preparedness is one of the reasons why casualty is high in disaster event. There are a number of ICT programmes that have tried to address basic literacy issues, there exist no mass targeted disaster preparedness training using tablet devices.

• The growth of smartphone, tablet devices in developing countries is rapid. Gartner (2013) predicts 31% global growth of tablet device by 2017.

• Greater portability and multimedia capability and better battery life makes tablet device the ultimate learning station.

1

What My Interface Has What My Interface Has

• The interface is completely designed in Bangla. Participants are never exposed to any foreign(!) language.

• Content is tailored for adults with an aim to promote inclusiveness. Men/Women, Literate/Less Literate, Technology Literate/Non Technology Literate are intended to engage actively.

• Local culture and values are respected and integrated within the representation of graphics and design to make it approachable to the target population.

• Blends a holistic approach to engage participants in shared knowledge creation.

1

Tablet Based Disaster Preparedness Training

2

Project Factsheet2

• Location: South West Bangladesh.• Participants so far including the pilot test: 21• Research Methodology: Qualitative. • Current Stage: Completed 2nd iteration.• Content Language: Bangla• Content audience: Male, Female minimum 18 year old with

any education background and with any technological literacy. • Content & Interface evaluation: Expert ICT software

developers, 2 general ICT users, ex-participants, Government official, Bangladesh Red Crescent official.

Content & Interface evaluation2

Some Screenshots of the Interface 2

Some Screenshots of the Interface 2

Some Screenshots of the Interface 2

Some Screenshots of the Interface 2

Interactions with Device and Beyond2

Findings and Discussion3

• Overall participants were very excited to use the interface. The fact that they can navigate easily with touch functions made them comfortable.

• Having interface elements tailored for the community minimized awkward feeling of the participants.

• Those with limited literacy and technical skills were able to progress simultaneously. Some group progressed faster than the others!

Findings and Discussion3

• Participants learnt the importance of having an emergency plan, an emergency kit and basic first aid training.

• Participants retained their newly learnt skills (as per the data collected from the first iteration participants during the second iteration).

• Interactions beyond the device helped the participants share their experiential knowledge and made them conscious on how they can use their existing experiences to take better decisions.

References:• Chapman, R., & Slaymaker, T. (2009). ICTs and Rural Development: Review of the Literature,

Current Interventions and Opportunities for Action (No. 192) (pp. 1–45). London. Retrieved from http://dspace.cigilibrary.org/jspui/handle/123456789/22957

• Clayton, S. (2011). Understanding by Design: Designing Learning, Assessment and Teaching for Understanding (pp. 63–66).

• Elias, D. (2011). UNESCO Country Programming Document for Bangladesh (pp. 1–79).• Ford, G., & Gelderblom, H. (2003). The Effects of Culture on Performance Achieved through the use

of Human Computer Interaction. In SAICSIT 2003 (pp. 218–230).• Friscira, E., & Knoche, H. (2012). Getting in touch with text : Designing a mobile phone application

for illiterate users to harness SMS. In DEV’12 (pp. 1–10).• Frohlich, D., Robinson, S., Eglinton, K., Jones, M., & Vartiainen, E. (2012). Creative cameraphone use

in rural developing regions. Proceedings of the 14th International Conference on Human-Computer Interaction with Mobile Devices and Services - MobileHCI ’12, 181.

• Huenerfauth, M. (2002). Developing design recom- mendations for computer interfaces accessible to illiterate users. Master’s thesis, University College Dublin.

• Islam, M. (2010). Disaster risk in public education system in Bangladesh : emphasis on tornado (pp. 92–101).

• Jones, M. and Marsden, G. (2005) "Mobile Interaction Design" John Wiley & Sons.• Khan, M. S. A. (2008). Disaster preparedness for sustainable development in Bangladesh. Disaster

Prevention and Management, 17(5), 662–671. • Kirschner, P. A., Clark, R. E., & Sweller, J. (2006). Why Minimal Guidance During Instruction Does Not

Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86.

• Knoche, H., & Huang, J. (2012). Text is not the enemy-How illiterates’ use their mobile phones. In CHI 2012 (pp. 1–5).

References:• Mitra, S. (2000). Minimally invasive education for mass computer literacy. In Centre

for Research in Distance & Adult Learning (pp. 1–22). • Palttala, P., Boano, C., Lund, R., & Vos, M. (2012). Communication Gaps in Disaster

Management: Perceptions by Experts from Governmental and Non-Governmental Organizations. Journal of Contingencies and Crisis Management, 20(1), 2–12. doi:10.1111/j.1468-5973.2011.00656.x

• Rahman, S. M. M. (2005). Community Learning Center The Bangladesh Experience (1st ed., pp. 1–75). Dhaka: Binimoy Printers.

• Raihan, A. (2011). Community Access Points or Telecentre Movement in Bangladesh (pp. 1–8).

• Santa, J. L., & Baker, L. (1975). Linguistic influences on visual memory. Memory & Cognition, 3(4), 445–50. doi:10.3758/BF03212939

• Selwyn, N. (2013). Education in a digital world: global perspectives on technology and education. New York: Routledge.

• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.

• Toyama, K. (2010). Human-computer interaction and global development. Boston: Now Publishers.

• Yap, N. T., Heeks, R., & Ospina, A. (2011). Communities & Climate Change : The Role of ICTs (pp. 1–41).

Thanks :-) Questions?Thanks :-) Questions?