Companion Proceedings of the 7th Latin American Conference on Human Computer Interaction (CLIHC 2015) November 18 – 21, 2015 Córdoba, Argentina http://isa.ixda.org/2015/CLIHC.html Luis-Felipe Rodríguez ITSON, México Renata Fortes University of Sao Paulo, Brazil
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Companion Proceedings of the 7th Latin American Conference on
Human Computer Interaction (CLIHC 2015)
November 18 – 21, 2015 Córdoba, Argentina
http://isa.ixda.org/2015/CLIHC.html
Luis-Felipe Rodríguez ITSON, México
Renata Fortes University of Sao Paulo, Brazil
Welcome
The Latin American Conference on Human Computer Interaction (CLIHC) aims to provide a premier forum that brings together the Latin American and international HCI research communities to discuss and exchange ideas, methods, approaches and techniques for designing interactive user experiences. This conference has its origin in Rio de Janeiro 2003 (Brazil), following editions in Cuernavaca 2005 (Mexico), Rio de Janeiro 2007 (Brazil), Merida 2009 (Mexico), Porto de Galinhas 2011 (Brazil), and Guanacaste 2013 (Costa Rica). In consonance with previous editions, we believe that in the field of HCI we must come to a technology that not only can be used and appreciated by as many people as possible, but that also promotes intercultural exchange and cooperation between people with different backgrounds and needs.
This year, CLIHC 2015 is organized jointly with Interaction South America (ISA 2015), the annual event that brings together the professional community in interaction and user experience design. Participants will have the unique opportunity to explore synergies and collaboration opportunities between the research and practitioners communities.
The HCI community in Latin American continues to grow. This year we have an engaging technical program due in great part to the high-quality submissions we received and the world-class technical program committee. Apart from the technical sessions involving full & short papers, we also have Graduate Colloquium, Student Design competition, and Poster Sessions. Support provided by SIGCHI has been instrumental to make CLIHC 2015 viable. We are grateful for the openness of SIGCHI's Executive Committee to approve funding for keynote speakers and students in the graduate colloquium and the design competition.
All in all, the program promises to be the best to date. This could not have happened without the hard work of the contributors that submitted original work and the program committee. We are grateful for their hard work.
Luis-Felipe Rodríguez & Renata Fortes
Technical Program Chairs, CLIHC 2015
Organizing Committee
General Chair J. Alfredo Sánchez - Universidad de las Américas Puebla (México)
Program Chairs Luis-Felipe Rodríguez, ITSON (México)
Renata Fortes, University of Sao Paulo (Brazil)
SIGCHI Latin America Community Officers J. Alfredo Sánchez, Chair
Cristiano Maciel, Research Vice-chair - UFMT (Brazil)
Posters Co-Chairs Vânia Paula de Almeida Neris, Brazil/UFSCar
Mario A. Moreno, Universidad de la Mixteca (México)
Program Committee Alberto Raposo - Catholic University of Rio de Janeiro (Brazil) André Freire - Universidade Federal de Lavras (Brazil) Arnulfo Alanis Garza - Instituto Tecnologico de Tijuana (Mexico) Benjamin Weyers - RWTH Aachen (Germany) Christian Sturm - Hamm-Lippstadt University of Applied Sciences (Germany) Clarisse de Souza - PUC-Rio (Brazil) Clodis Boscarioli - UNIOESTE (Brazil) Cristiano Maciel - Universidade Federal de Mato Grosso (Brazil) Cuauhtemoc Rivera - Universidad Michoacana (Mexico) Eduardo Calvillo Gamez - City of San Luis Potosí (Mexico) Erick Lopez-Ornelas - UAM-Cuajimalpa (Mexico) Fatima Boujarwah - Kuwait University (Kuwait) J. Alfredo Sánchez - UDLAP (Mexico) Jaime Muñoz-Arteaga - Universidad Autónoma de Aguascalientes (Mexico) José Creissac Campos - Universidade do Minho (Portugal) José Antonio Pow-Sang - Pontificia Universidad Católica del Perú (Peru) José Antonio Macías Iglesias - Universidad Autónoma de Madrid (Spain) Leonel Vinicio Morales Díaz - Universidad Francisco Marroquín (Guatemala) Lorena Paz - UTN (Argentina) Lucia Filgueiras - Escola Politecnica da Universidade de São Paulo (Brazil) Luis Castro - Instituto Tecnologico de Sonora (Mexico) Marc Jansen - University of Applied Sciences Ruhr West (Germany) María Del Rosario Peralta Calvo - Universidad de la Cañada (Mexico) María Ines Laitano - Laboratoire Paragraphe, Université Paris 8 (France) Mario Alberto Moreno Rocha - Universidad Tecnológica de la Mixteca (Mexico) Miguel A. Garcia-Ruiz - Algoma University, Department of Computer Science and Mathematics (Canada) Monica Tentori - CICESE (Mexico) Omar Sosa Tzec - Indiana University (USA) Pedro César Santana Mancilla - Universidad de Colima (Mexico) Philippe Palanque - ICS-IRIT, University Toulouse 3 (France) Ramón René Palacio Cinco - ITSON (Mexico) Renata Fortes - ICMC/USP (Brazil) Rene F. Navarro - Universidad de Sonora (Mexico) Roberto Muñoz - Universidad de Valparaiso (Chile) Rocío Abascal-Mena - Universidad Autonoma Metropolitana - Cuajimalpa (Mexico) Sandra Nava-Muñoz - UASLP (Mexico) Sandra Murillo - UPAEP (Mexico) Simone Bacellar Leal Ferreira - UNIRIO (Brazil) Vania Neris - Universidade Federal de São Carlos (Brazil) Victor M. Gonzalez - Instituto Tecnológico Autónomo de México (Mexico) Yazmín Magallanes - UDLAP (Mexico)
Table of Contents Graduate Colloquium Papers
Formalizing the Process to Develop Usability Heuristics Daniela Quiñones, Cristian Rusu, César A. Collazos
Participatory Process of Development of Digital Educational Games in the School Context
Dyego Carlos S. de Morais, Taciana Pontual Falcão, Fernando da Fonseca de Souza
IntelliHome: A framework for the development of ambient assisted living applications based in low-cost technology
Carolina Valdez Gándara, Cristian García Bauza
A Model for In-situ Augmented Reality Creation Oriented to Storytelling Fernando Vera
Towards Improving Global Comprehension in Third Graders through a Serious Game
Laura S. Gaytán-Lugo, Sara C. Hernández, Miguel A. García-Ruíz
Student Design competition Papers
Águila o Sol: A Random Offences Payment System Liz Velia Martínez Robles, Aquino Velasco Osorio, Irving Adrián Mondragón Ramírez, Mario A. Moreno Rocha
SAMI: Mobile Interactive System for Learning (Sistema de Aprendizaje Móvil Interactivo)
Carlos Gerardo Prieto Álvarez, David Soto Ríos, José Simon Gómez León
“Los zapatos de Pedro”: Juego serio de impacto social sobre el tema de desigualdad en Latinoamérica
Brado! Seja ouvido Kathleen P. Marcílio, Pedro I. C. Pinto, Jonas de A. Forte, Remerson P. de Carvalho, Inga F. Saboia
ESTELA: System of Humanitarian Aid to Migrants in Transit Carlos Martínez Sandoval, Cuauhtli Campos Mijangos, Alejandro González Jiménez, Anabel Herrera Soriano
Poster Papers
SAGA: El robot actuante Gloria A. Mendoza Franco, Alicia Sánchez, Minerva Hernández
Test de tareas con usuarios para e-book con tema especializado Mónica Forero Díaz, Paola Patricia Parra
Participatory design for accessible e-tourism: the case of people with visual impairments
María Inés Laitano
Foreword to the CLIHC 2015 Graduate Colloquium
The aim of the Graduate Colloquium at the Latin American Conference on Human Computer Interaction (CLIHC) is to offer students with the opportunity to share and discuss their work before experienced researchers in the area of Human Computer Interaction (HCI) and related disciplines (e.g., Psychology, Computer Science). Moreover, the Graduate Colloquium aims at promoting collaboration among graduate students across different universities in Latin America.
For some years, the Latin American Conference on Human Computer Interaction has been a forum in which researchers and students from all over Latin America present their works and share state-of-the-art knowledge with fellow researchers and students. This year, we are very pleased to be part of the organization of such an important event in the Latin American region. Without a doubt, these are the types of efforts that help in shaping our growing community.
The Latin America region is broad and diverse. For the graduate colloquium, the call for papers was designed to provide students with an international experience. We received contributions mainly from Mexico, Argentina, Chile, and Brazil from different areas within HCI. We received 9 submissions, from which 5 papers will be presented at the colloquium: 2 from Mexico, 1 from Chile, 1 from Brazil, and 1 from Argentina.
We are extraordinarily thankful to Interaction South America (ISA), IxDA Cordoba, and ACM SIGCHI, who provided financial support for the students attending the Graduate Colloquium. In particular, Interaction South America (ISA) and IxDA Cordoba also provided local support in the organization of the event.
We are looking forward to this exciting event. We have no doubts that this will be a thrilling conference, full of networking opportunities.
Luis A. Castro CLIHC’15 GC co-chair Instituto Tecnologico de Sonora (ITSON)
ABSTRACT Ideally, the motivation of digital natives when interacting with curricula in formal education and with digital media in out-of-school settings should be similar. Linked to this is the growing need in contemporary society to develop skills related to computational thinking. This research proposes to integrate computational thinking in school contexts taking a constructionist approach where students develop digital games through participatory methodologies, aiming to enable more autonomous, collaborative and fun learning.
Categories and Subject Descriptors H.5.m. Information interfaces and presentation: Miscellaneous.
General Terms Design, Human Factors.
Keywords Games in Education, Participatory Design, End-User Programming, Computational Thinking.
1. INTRODUCTION Innovative projects in computer science education and related fields endeavor to introduce in high school not only the use of games for learning, but mainly the skills associated with the development of digital games. In particular, the concept of computational thinking can be promoted with the aid of visual programming languages [1].
Participatory methodologies can be used in development processes of educational digital games, promoting computational thinking as well as learning of curricular contents [2]. However, in this kind of project, new challenges are observed, specifically related to the definition of a process to guide learners through development. It is extremely important that students are able and encouraged to reflect on their actions and opine on improvements of the process of which themselves must be protagonists.
This research investigates participatory processes for the development of digital games by end users, in the school environment. It was motivated by the participation of the first author in a project on Development of Educational Sustainable Multimedia (DEMULTS) [2], where students develop educational digital games through participatory methodologies. During this project, students’ autonomy to reformulate the process they were following was observed [3].
Thus, we felt the need to propose a process that specifically supports participatory development of digital games in the school environment. Field research is near completion: class observations were performed and interviews are being made in two contexts: a high school's technical program (NAVE), with specialization on
development of digital games; and the high school where the DEMULTS project was undertaken. The school that belongs to the NAVE program has a well-defined teaching-learning process of game development, but not necessarily participatory. On the other hand, DEMULTS proposes a participatory process, but without a solid foundation of game development processes. The process to be proposed in our research aims to fill this gap by integrating formal concepts of game development with participatory methodologies.
2. OBJECTIVES 2.1 General Objective The research aims to define a participatory process for digital games development in high schools, merging fun, collaboration and problem solving, and promoting concepts of computational thinking within an innovative educational paradigm.
2.2 Specific Objectives The specific objectives of this research are: (i) to understand participatory processes of development of digital games in high school in order to become familiar with the context, identify strengths and weaknesses and turn them into opportunities for our work; (ii) identify and analyze communication and collaboration artifacts used in the contexts observed; (iii) evaluate the participatory process of game development proposed, including suggested artifacts.
3. RELATED WORK Recently, driven by the demands of contemporary society, the American Computer Science Teachers Association (CSTA) recommended the introduction of computational thinking in basic education [4]. Following this recommendation, initiatives have emerged in Brazil such as use of visual programming languages like Scratch [5] and creation of applications for Android devices by students using visual programming with App Inventor [6]. Some works follow the constructionist paradigm [7] for introducing digital games in schools [8], while others bring valuable insights about artifacts used in digital game development processes in professional contexts [9] [10].
Participatory methodologies arise as alternatives to encourage autonomy through active student participation in developing technologies. Druin [11] classifies the possible roles of children in Participatory Design (PD) processes as user, tester, informant or design partner. As design partners, children can have the opportunity to contribute with ideas, establishing a collaborative relationship with adults and corroborating for mutual learning. In addition, other projects have studied PD with teenagers [12], [13].
Additionally or as an offshoot of PD, comes an End-User Programming (EUP) precursor discussion: which processes and tools can allow non-programmers to actively participate in the
creation of applications? In particular, a question arises in this research: which process can be applied to the development of educational digital games so that students can create, expand and modify them?
As constructionist practices of this kind - using participatory methodologies linked to computational thinking for the development of digital games - are an innovative approach for the construction of knowledge in schools, some technical and pedagogical challenges arise to be addressed in this research: (i) ensuring the active participation and collaboration between students in building the game development process; and (ii) defining artifacts for communication and documentation which are adequate for the school context.
4. METHOD This master degree research (second year) adopts a qualitative approach and consists of the following three phases.
Phase 1: Literature review (nearly throughout the entire research period). It started with computational thinking and digital games in education, followed by an analysis of studies on participatory methodologies in the school context.
Phase 2: Field research in schools. We contacted a school with an integrated technical course on game development. Ten hours of class and school observations and four semi-structured interviews with two pairs of students and two programming teachers were performed, in order to extract information about the game development process, such as: documentation artifacts/team communication; use of participatory methodology; and motivation. Currently, observations and interviews in the school where the DEMULTS projects ran are in progress, in order to collect information related to game development in the traditional high school setting. Interviews are recorded in audio and observations are recorded through field notes. All interviews will be transcribed for analysis.
Phase 3: Elaboration and evaluation of a participatory process for digital game development in schools. Additionally, differences and similarities between game development processes and artifacts in the context of adolescent students and the professional context will be discussed. This analysis will compare data collected in schools to the literature on professional game development in the market [9] [10]. The proposed process will be partly validated jointly with a new instance of DEMULTS.
5. EXPECTED RESULTS With this research, we aim to contribute to enable projects that use participatory approaches for game development to promote autonomous, responsive, motivated and fun learning strategies, more adequate for the way digital natives learn. We expect to encourage students' reflection and autonomy for suggesting improvements to the development process. The long-term objective is to contribute for the integration of computational thinking in high schools through the definition of an effective and innovative educational process involving digital games development, in a context of fun, collaboration and problem solving.
6. REFERENCES [1] Cuny, J., Snyder, L. and Wing, J. M. (2010). Demystifying
Computational Thinking for Non-Computer Scientists, Unpublished manuscript.
[2] Morais, D., Gomes, T., Peres, F. (2012). Desenvolvimento de jogos educacionais pelo usuário final: uma abordagem além do design participativo. In: Proceedings of the 11th Brazilian Symposium on Human Factors in Computing Systems-IHC'12.
[3] Morais, D., Gomes, T., Oliveira, G., Peres, F. (2014). Teoria da Atividade para Entendimento de Práticas Humanas no Desenvolvimento Participativo de Jogos. Em: Anais da XIX Conferência Internacional sobre Informática na Educação.
[5] Aureliano, V. C. O., Tedesco, P. C. A. R. (2012). Avaliando o uso do Scratch como abordagem alternativa para o processo de ensino-aprendizagem de programação, Em: Anais do XX Workshop sobre Educação em Computação - WEI, Curitiba, Paraná.
[6] Gomes, T. S. G., Melo, J. C. B. de (2013). App Inventor for Android: Uma Nova Possibilidade para o Ensino de Lógica de Programação, Em: Anais do Congresso Brasileiro de Informática na Educação - CBIE, Campinas, São Paulo.
[7] Harel, I. E., Papert, S. E. (1991). Constructionism. Ablex Publishing.
[8] Marinho, F. C. V., Giannella, T. R., Struchiner, M. (2011). Estudantes do Ensino Básico Como Desenvolvedores de Jogos Digitais: Contextos Autênticos de Aprendizagem para Educação em Ciências e Matemática. Em: VIII Encontro Nacional de Pesquisa em Educação em Ciências, Campinas,São Paulo.
[9] Machado, T. L. D. A. e Ramalho, G. L. O. (2013). Game live logs: uma plataforma de conversação para atenuar conflitos no desenvolvimento de games. Dissertação de Mestrado, Centro de Informática - UFPE, Recife, Pernambuco.
[10] Callele, D., Neufeld, E. and Schneider, K. (2005). Requirements Engineering and the Creative Process in the Video Game Industry, In: Proceedings of the 13th IEEE International Conference on Requirements Engineering - RE '05, IEEE Computer Society, Washington, USA, p. 240-252.
[11] Druin, A. (1999). Cooperative inquiry: Developing new technologies for children with children. In Proceedings of ACM CHI 99 Conference on Human Factors in Computing Systems, 223-230.
[12] Hansen, E. I. K., & Iversen, O. S. (2013). You are the real experts!: Studying teenagers' motivation in participatory design. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 328-331). ACM.
[13] Danielsson, K. & Wiberg, C. 2006, Participatory design of learning media: Designing educational computer games with and for teenagers, Interactive Technology and Smart Education, no. 4, vol. 3, pp. 275.
IntelliHome: A framework for the development of ambient
assisted living applications based in low-cost technology.Carolina Valdez Gándara
1. INTRODUCTION According to the World Health Organization, about 15% of the
world population lives with sensorial, mental or physical
disability. This number represents the largest minority of the
world and this group face discrimination situations every day. For
these people, most of the everyday tasks, such as turning on or off
a light are hard to perform and sometimes they need the assistance
of someone else to perform it by their stead. A possible solution
for them is having a system that can assist them.
Smart environments have been mainly seen in science fiction
movies, where the characters execute actions using natural
language, as if they would be having a conversation with their
computers. Nevertheless, there are not many studies that combine
automated systems with computational assistance and, even
though there are applications based in voice recognition
interaction or gestures, not many of them combine these two
modalities.
Nowadays, most of the domotics based systems are expensive and
they provide assistance via a central panel, usually installed in a
fixed position of the house. In addition, one of the biggest
problems found in this field is the lack of a standard.
A few years ago, Nintendo and Microsoft created the systems Wii
and Kinect respectively, that are starting to be used in AAL
communities, because of their low cost, availability in the market,
sensing quality and Frameworks that the companies provide.
Having this in mind, we have developed IntelliHome, an AAL
framework to help developers to build interactive applications that
can additionally automate different daily tasks in a house and
assist people in real time, giving them the possibility of being
their own remote control to interact with electronic devices and
light systems using simple body gestures and voice commands.
The main goal of this project is to be reachable to all those who
need it. To achieve this, we decided to use low cost devices
available in the market such as the Kinect Sensor, the Leap
Motion sensor (from Leap Motion), the MYO armband (from
Thalmic Labs), an Arduino Mega 2560 board and some basic
electronic components.
2. RELATED WORK The voice/speech is a natural form of communication and suits
perfectly for users with severe motor limitations. Nowadays this
interface is used in smart wheelchairs [1] or in the field of
education and compute based learning [2].
Speech technologies can help most people with disabilities to
overcome their handicap to some extent, giving practical
contribution to their equality and inclusion into the society and
everyday life [3].
Smart environments present two challenges, first the several
different sensors available in the market can increase the costs of a
project. In this cases, it is useful to have a virtual environment that
simulates the proposed system [4]. The second challenge is
related to how the information is presented to the users, as today
there are many devices to interact with smart appliances such as
smartphones, tablets, smartwatches among others. This need of an
overall interaction experience can be solved using frameworks for
the development of multimodal user interfaces [5].
There are also simpler developments with great potential that
require a minor economic investment, such as the smart
environment that recognizes users through a keychain. This
system interacts with the user via chat messages, recommending
TV shows of the user's interests. The user interacts via chat,
gestures or voice commands that are recognized by a sensor [6].
3. RESEARCH QUESTIONS/OBJECTIVES As shown in figure 1, the system is in essence a network of
sensors and actuators, used to capture and execute the user's
needs.
Figure 1 - IntelliHome sensors and actuators network.
Our next challenge is to integrate in this network all those devices
that can be controlled via WiFi and have more than 2 states (on
and off), such as smart TVs.
At the moment, our application to validate the framework controls
only 2 states devices, using as prototype an electronic interface
based in an Arduino board. This prototype has 2 plugs where the
users can connect 220v devices to turn them on and off. Our next
goal is to remove the wiring and build smart plugs that can be
activated via Wi-Fi.
Regarding to the research questions, we would like to know what
is the impact in the quality of life of people with disability with
the use of our system, as well as what are the metrics needed to
analyze the usability in an accessible smart environment. Finally,
our biggest question is how can we take this technology to the
society as a massive tool to help people with disabilities or
elderly.
4. METHODOLOGY As we mentioned before, in the domotics field there is a lack of
standards. In IntelliHome is possible to combine different sensors
to interact with the users. The general solution uses a combination
of Kinect, Leap Motion, Myo armband and a Windows 8 tablet to
execute different tasks in a diverse set of domestic devices or
electric systems. All the messages received from the different
devices are processed and standardized using the format
established in the OSC Protocol [20], a standard frequently used
to transmit MIDI data in a network. This protocol has been
selected during our work with the speech recognition and every
message contains:
• a unique ID of the task to execute in the environment,
• the type of interaction used to fire it (gesture, voice,
remote control)
• the accuracy (used only in the interaction via voice
commands)
• the name of the action to perform in the environment.
Our system recognizes voice commands with the Kinect sensor
and body gestures with the Kinect, Leap Motion and MYO
sensors. When a gesture or voice command is recognized, the
IntelliHome software analyzes and process the data obtained from
the sensors creating the OSC Message. Then, this message is sent
to a client that runs in the same central computer where the
sensors are plugged in. The client sends via Serial Port the next
action to perform in a specific domestic device. As mentioned
before, every OSC message contains a unique ID. In our system,
we use this ID to match the command with the actions to perform
in the plugged in devices. Following this logic, IntelliHome sends
the Arduino microcontroller the ID of the message, writing a high
or low pulse in one or more inputs of the board. Two of this
inputs are connected to two relays that are also connected to the
plugs of the electric interface manager. When any of these inputs
receives a high pulse, the relay will activate the energy passage.
On the contrary, when the input receives a low pulse, the relay
denies the energy passage, turning off the device connected to its
related plug in the electric interface manager. The Figure 2 shows
an image of this interface.
Figure 2 - Frontal and internal view of the electric interface view.
5. STATUS OF RESEARCH This project has been under research and development for the last
2 years. It started as degree thesis and now it continues as a thesis
of a 1st year master student. Currently, we are working in the
metrics to validate the usability with users with disability and in a
web and mobile interface to access to the system via web services.
We currently work in the development of other assistive software.
Specially in communicational tools for people with severe
mobility difficulties. In order to give more autonomy to people
with disability in their houses, we have integrated a swipe
keyboard with IntelliHome. This functionality has been tested by
a person with brain palsy, limited mobility and speech abilities.
This test provided us with valuable information about the person
context, needs and abilities. This feedback has been applied in
IntelliHome and taken in count to understand the needs from
another point of view.
Our research based in technology applied to disability in smart
environments has been accepted in CLIHC 2015.
Also, we are giving the opportunity to undergraduate students of
systems engineering to collaborate with this project to give them
an overview in the HCI and NUI field.
6. EXPECTED RESULTS In this document we have given an overview of our work. As
results we expect to have a multi interaction sensor that allow
developers to build AAL applications using different manners of
interaction among NUI and HCI. The aim of this project is to be
implanted in houses and offices of people with disabilities to
reduce the differences, promote the social inclusion and increase
their quality of life. Lastly, as a second intention, with our work
we expect to encourage other scientists and students to work in
the accessible software area, to use their acknowledges to help
others.
7. REFERENCES [1] Anastasiou D., Jian C., Zhekova D. 2012. Speech and
Gesture Interaction in an Ambient Assisted Living Lab.
Proceedings of the 1st Workshop on Speech and Multimodal Interaction in Assistive Environments, 18 – 27 (Jeju, Republic of Korea, July 8-14, 2012).
[2] Shrawankar U., Thakare V. 2010. Speech User Interface for
Computer Based Education System. Proceedings of the 2010 International Conference on Signal and ImageProcessing, 148 - 152, IEEE, DOI:
10.1109/ICSIP.2010.5697459.
[3] Delić, V., Sečujski, M., Bojanić, M., Knežević, D.,
Vujnović Sedlar, N., Mak, R. 2013. Aids for the Disabled
Based on Speech Technologies - Case Study for the Serbian
Language. 11th International Conference ETAI (Ohrid,
Macedonia., September 26-28, 2011) E2-1.1-4. ISBN 978-
9989-630-68-2.
[4] Blumendorf M., Albayrak S. 2009.Towards a Framework for
the Development of Adaptive Multimodal User Interfaces for
Ambient Assisted Living Environments. Universal Access in
Human-Computer Interaction. Intelligent and Ubiquitous
Interaction Environments Lecture Notes in Computer Science
5615, 2009, 150-159.
[5] Silva J., Campos J., Harrison M. 2014. Prototyping and
Analysing Ubiquitous Computing Environments using Multiple
Layers. International Journal of Human-Computer Studies 72,
Issue 5, 488–506.
[6] Sassi H., Rouillard J. 2012. Proactive Assistance Within
Ambient Environment Towards intelligent agent server that
anticipate and provide users' needs. Proceedings of the First International Conference on Intelligent Systems and Applications, INTELLI 2012, (Chamonix, France, April 29
- May 4, 2012). IARIA, 60 - 65. ISBN: 978-1-61208-224-0
A Model for In-situ Augmented Reality Creation Oriented to Storytelling
Fernando Vera Laboratory of Interactive and Cooperative Technologies
Universidad de las Américas Puebla Cholula, Puebla, México
ABSTRACT Reading difficulties have important implications for emotional and academic development of children. Evidence shows that Mexico has a huge problem regarding reading comprehension in elementary school students. One of my PhD thesis goals is to support improvement of global comprehension (GC), which is a third grade’s reading comprehension skill they need to acquire through a serious game (SG).
Categories and Subject Descriptors K [Computing Milieux]: K.3 Computers and Education; K.3.2 Computer and Information Science Education; H [Information Systems]: H.5 Information Interfaces and Presentations; H.5.2 User Interfaces - User-centered design.
General Terms Design, Human Factors.
Keywords Reading comprehension, global comprehension, serious games, third graders.
1. INTRODUCTION The ability to read is a basic requirement for the social and economic demands in today’s society. Proficiency in reading literacy is not only one of the principal goals of schooling, but is also one of the main means of learning [1].
The way we read depends on the context and our goals. Reading for general comprehension is reading’s most common purpose, and it is the default assumption for the term reading comprehension [2-3]. Reading comprehension goes beyond decoding text meaning, but also the construction of meaning that results from the interaction of the reader with text [4].
Children at the age of 8 start suffering from a lack of reading comprehension skills[5], therefore, in order to prevent or correct such problem, we decided to work with third graders.
Video games represent an opportunity to support of reading comprehension. On one hand, evidence shows that video games
encourage the acquisition of cognitive skills improving comprehension of players [6]. On the other hand, video games are already part of Mexico’s popular culture [7].
Nowadays, serious games (SG), a genre of video games for serious purposes, are receiving interest from researchers and the game industry due to their advantages [8]. SG use pedagogical methods to infuse instruction into the game play experience and they are by nature suited to engage the learner and encourage active construction of learning and development skills [9].
According to the above, we are proposing to develop and use SG to improve global comprehension in third graders.
2. PROBLEM STATEMENT Mexico has a very important problem regarding reading comprehension. The Organisation for Economic Cooperation and Development (OECD) estimates that Mexico would need 65 years to reach the current OECD’s average in terms of reading comprehension [10]. Furthermore, results of national education evaluations of Mexican third graders suggest that one in four students is on the “Under basic” level, which means students do not even have minimum basic skills to comprehend any text, while 56% of them are on Basic level. In addition, results on the region that we are working on are estimated at 22% for third graders who are on the “Under basic” level, while 55% of them only have “Basic” skills [11]. Moreover, [12] applied a test in order to know which reading comprehension skill third graders from Colima, Mexico have more trouble at. The researchers found that the most problematic skill was global comprehension (GC). It refers to the understanding of the general meaning or message of a text [13].
Researches also found that another problem was related to the way students are assessed in reading comprehension. There is a disagreement in Mexico regarding standardized tests that evaluate different skills of reading comprehension, mainly because those tests do not work for students with different context [14].
The third problem researchers found is related to technology context, since children have different perceptions and make sense of the world around them differently from adults [15]. Children at different ages interact differently to technological systems due to their varied cognitive and emotional developmental needs, skills, and knowledge [16].
3. RESEARCH GOALS AND CONSTRIBUTIONS We have divided our contributions in two main parts:
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(1) Design an instrument to assess GC in third graders according their context.
(2) Design a serious game that improves GC in third graders.
Both contributions are designed to take into account the context where third graders interact [2], [13], [17-18] since this is important for our project.
4. METHOD 4.1 Assessment Instrument for GC After an extensive literature review, we found that there is no consensus about the number of skills that support reading comprehension [18]. We had to define a construct, which is GC, and its sub-constructs, which are: main ideas, inferences, and contextualization of a concept to be read. We follow some instrument design directions from [17-18], and we used a sample of 803 third graders as a part of our instrument design. We assessed the instrument using Confirmatory Factor Analysis (CFA) getting positive results that validate our instrument [19].
4.2 Designing the SG For this part, we are using the user center design (UCD) paradigm [20]. At first we made a contextual study looking for some notes and directions about third graders. Then when we assessed their skills about GC, we started to design the instruction [21].
After that, with the help of some experts we started writing the narrative for the game, as narrative creates motivation in students due to factors such as challenge, curiosity and fantasy [22]. The narrative is related with stories, legends and, tales about the cities where the students live in. We created the game mechanic, and a low fidelity prototype in order to conduct some user tests [23].
5. FUTURE WORK Right now we are working on the medium fidelity prototype of the serious game. We are going to conduct more usability tests in order to know, first, if the interface is easy to use for third graders, then, to know if they understand the game mechanic, and finally to know if they get engaged with the game.
After that, we are going to conduct more user and knowledge testing in order to know if the students will improve their GC. We are going to use a mixed methodology as think-aloud, CFA and confirmatory methods.
6. REFERENCES [1] De Coster, I., Motiejunaite, A., and Noora, S. 2011. Teaching
readin Europe; Context, Policies and Practices. (Brussels, Belgium, 2011) http://eacea.ec.europa.eu/education/eurydice.
[2] Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. Cambridge University Press..
[3] Carver, R. (1992). Reading rate: Theory, research, and practical implications. Journal of Reading 36, 84–95.
[4] Perrusquia, E., Carranza, L., Vázquez, T., García, M., & Meza F. (2010). Curso básico de formación continua para maestros en servicio, planeación didáctica para el desarrollo de competencias en el aula 2010. México, DF: Dirección General de Formación Continua de Maestros en Servicio de la Subsecretaria de Educación Básica, SEP.
[5] Nation, K., Cocksey, J., Taylor, J., and Bishop, D. 2010. A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal
of child psychology and psychiatry, and allied disciplines. DOI:10.1111/j.1469-7610.2010.02254.x.
[6] Conolly, T., Stansfield, M., and Boyle, L. 2009. Games-Based Learning Advancements for Multy-Sensory Human Computer Interfaces: Techniques and Effective Practices. IGI Global Publishing
[7] PROMEXICO. n.d. ¿Por qué México? Por su amplia red de tratados y acuerdos comerciales. Retrieve from: http://mim.promexico.dob.mx/
[8] Gaytán-Lugo, L., Santana-Mancilla, P., Santarrosa, A., Medina, A., Hernández, S., and García-Ruíz, M. 2015. Developing a serious game to improve reading comprehension skills in third graders. Research in Computing Science 89, 71-79.
[9] Bellotti, F., Berta, R., De Gloria, a., & Primavera, L. 2009. Adaptive Experience Engine for Serious Games. IEEE Transactions on Computational Intelligence and AI in Games. DOI:10.1109/TCIAIG.2009.2035923
[10] OECD. 2013. PISA 2012 Result in focus. What 15 years old know and what they can do with what they know. Technical report.
[11] Backhoff, E., Andrade, E., Sánchez, A., Peón, M., & Bouzas, A. (2006). El aprendizaje del Español y las Matemáticas en la educación básica en México. México: INEE.
[12] Gaytán-Lugo, L. In press. Valoración de las habilidades de comprensión lectora en estudiantes de tercer grado de primaria: rumbo al diseño de un juego serio.
[13] The British Council. 2014 Global comprehension. Retrieve from: http://www.britishcouncil.org.
[14] Bautista Gomez, A. 2012. La desigualdad social bajo la prueba Enlace. Reencuentro 64, 27-45.
[15] Tan, J., Goh, D., Ang, R., and Huan, V. 2011. Child-centered interaction in the design of a game for social skills intervention. ACM Computers in Entertaiment. DOI: 10.1145/1953005.1953007
[16] Markopoulos, P., and Bekker, M. 2003. Interaction design and children. Interact. Compt.
[17] Anckar, J. 2011. Assessing foreign language listening comprehension by means of the multiple-choice format: Processes and products. Doctoral dissertation). University of Jyväskylä. Retrieve from: https://jyx.jyu.fi/
[18] Alderson, JC. 2000. Assessing reading. Cambridge University Press
[19] Kline, RB. 2011. Principles and Practice of Structural Equation Modeling. Guilford Press.
[20] Moreno-Rocha, M., and Martínez-Sandoval, C. 2012. Desarrollo del Proyecto de Red Contextual: Estudio Contextual y Pruebas de Usabilidad en la Comunidad de Santos Reyes Yucuná, Oaxaca, México. CITI, 2012.
[21] Dick, W., Carey, L., and Carey, L. 2006. The systematic design of instruction (6th ed.). New York: Harper Collins Publishers
[22] Rowe, J., Mcquiggan, S., Mott, B., and Lester, L. 2007. Motivation in narrative-centered learning enviroments. Workshop on narrative learning enviroments, 40-49.
[23] Fullerton, T. 2014. Game Design Workshop: a Playcentric Approach to Creating Innovative Games. CRC Press.
Águila o Sol: A Random Offences Payment System
Liz Velia Martínez RoblesUniversidad Tecnológica de la
ABSTRACTCorruption is a sensitive issue which negatively impacts onall levels of administration in Latin America. A number ofmeasures have been taken to alleviate the harmful effects ofcorruption and bribery - the type of corruption which affectsordinary citizens most. Not all of these measures, however,have been successful. Aguila o Sol is a system that allowscitizens of the city of Oaxaca, Mexico, to have a chanceof not having to pay their fines for minor traffic offencesusing a public and random traffic light in order to increaseconfidence in the Municipal Police force.
Categories and Subject DescriptorsH.5.2 [Information Interfaces and Presentation]: UserInterfaces—Screen design, User-centered design.
General TermsDesign, Reliability, Experimentation, Human Factors, Stan-dardization.
KeywordsCorruption, UCD, Fiscal Traffic Light, Oaxaca, Latin Amer-ica.
1. INTRODUCTIONThere are very high levels of corruption reported in LatinAmerica as a whole. According to Transparency Interna-tional [4] , the highest rates of perceived corruption in theregion are found in Paraguay, Haiti and Venezuela.
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Figure 1: Corruption chart in Latin America.Source: Transparency International 2015.
Our country, Mexico, occupies the 103rd position out of 175countries worldwide, with a rating of 35/100 of perceivedcorruption in the public sector. Values closer to 0 indicatea very corrupt country.
2. POLICE DISTRUSTAccording to a study published this year by PewResearchCenter [2], Mexican Police scored lowest of all in terms oftrust.
The most cited reasons for this are corruption in the policeforces, bribes (commonly known in Mexico as “mordidas”)and the constant abuse of power by the police.
The least trustworthy force for Mexican citizens is the TrafficPolice and the Transit Police found in every city. Mexicanpolice forces are independent of each other throughout thecountry.
Figure 2: Police came last in public opinion. Source:PewResearch Center 2015.
3. THE DAILY “MORDIDAS” IN OAXACA3.1 Studied problemThe processes relating to infringement, fine, payment andrecovery of the car’s license plates or the motorist’s docu-mentation detained by traffic police give rise to countlessopportunities for bribery and corruption in general, eitherby the authorities or citizens. This results in a great deal ofdistrust by citizens and widespread abuse of authority.
A large number of anti - corruption campaigns have beenimplemented without success in our society. Is there be anyway that technology could prevent or reduce the possibilityof bribery in the processes relating to fines and the retrievalof documents by the Transit Department in the City of Oax-aca, Mexico?
4. HOW DO WE REACH THIS SOLUTION?Previous anti-corruption campaigns have used technologybefore to fight corruption, bribes and fines: wireless termi-nals, payment in commercial establishments, mobile applica-tions, discounts and even cancellation of penalties. However,all these solutions require the involvement of the traffic po-lice officer which still leaves the systems in place open toabuse.
Modeled on a successful anti-corruption initiative in Mex-ico, the Traffic Light at Mexican Customs allows randomlyselected passengers to be checked upon arrival into the coun-try. The main feature is that it is only the user (or passen-ger) who interacts with the device, eliminating the partici-pation of authorities, thus empowering citizens.
5. WE PRESENT ÁGUILA O SOL: A RAN-DOM OFFENCE PAYMENT SYSTEM
We propose a system, using the Traffic Light at MexicanCustoms model, in order to offer citizens the opportunity tolegally avoid paying for their minor traffic violation througha random payment system of public offenses at the momentof payment in order to retrieve documentation retained bythe Transit Department.
5.1 Development methodologyWe used the User Centered Design (UCD in English) method-ology because the development of the system should be easyto understand and easy to use for the user [6]. Furthermore,
Figure 3: Transit Department Office. Citizens camehere to pay their fines and collect their documents.
it should be transparent to all users in order to increaseconfidence in the Transit Department of Oaxaca.
5.2 Users of our system• Motorists who travel in the city of Oaxaca and have
their license and correct documentation in order todrive a vehicle.
• Officers belonging to the Traffic Police and Transit Po-lice forces of the City of Oaxaca handing out daily vi-olation tickets.
• The customer service staff at the Transit Office return-ing documentation after paying the fine.
5.3 Contextual StudiesDrivers’ observations and surveys conducted in the cities ofOaxaca, and Huajuapan de Leon, Oaxaca state, allowed usto understand the users, their problems with authority andtheir opinion about corruption relating to the handing outof traffic tickets.
Of the 15 respondents, 10 said they were ticketed, and ofthose, 12 said they paid the bribe asked for by the trafficofficer. The amounts of the ”mordida” were between $ 20and $ 50 USD. Seven drivers have accepted they offered theofficer money to be relieved of their fine. However, only twodrivers said they were asked for bribes by staff returningdocumentation at the Transit Office.
All of the respondents indicated that they would use a sys-tem which could prevent bribes in the process of handingout fines and the retrieval of documents; but only 11 of themthought that the same system would not be corrupted.
Perceived confidence in the Transit Department of Oaxacawas 4.8 / 10 according to the users surveyed. All usersbelieved that their confidence would increase with a systemsuch as Aguila o Sol.
5.4 A Possible Águila or Sol Scenario1. The driver is stopped by the traffic officer for commit-
ting a minor infraction. This offence may or may nothave actually happened.
2. According to law, the officer cannot ask for any moneyor any kind of payment from the driver. The officermay withdraw the driver’s license or any other docu-ment and hand the motorist a ticket.
3. In order to get their documents back, the citizen mustgo to the Transit Office and pay their fines accordingly.
4. Since the citizens do not trust the Transit Department,the Aguila o Sol: A Random Offences Payment Sys-tem is offered. In this way, citizens may retrieve theirdocuments without having to pay a fine, which mayhave been caused by an actual minor offence or an actof corruption.
5. The system consists of a traffic light that citizens oper-ate themselves. With odds of 50-50, citizens can eitherregain their papers without paying a fine or throughhaving to pay a fine.
6. With such a system, we can avoid two processes whichare potentially open to abuse: payment to the officerfor a traffic violation and / or payment of a bribe tothe people in charge of getting the papers back fromthe government office.
7. With this system, we seek to increase public confidencein the process of handing out and payment of fines,as the users have the opportunity to ’win the toss’,as it were, against the government and not pay theirfine. The result for the citizens is the same as if theyhad paid a bribe to the traffic officer or departmentresponsible for the return of documents, but legallyand free of charge.
5.5 Diagram solutionThe Aguila o Sol system consists of a TV, a Raspberry Picomputer, a button and a database in which the results ofthe ’draws’ are recorded.
The Raspberry Pi board was chosen for its ease of devel-opment and because the system is difficult to alter as it isencrypted, as was the case with this project.
5.6 Usability TestingA first functional prototype of the Aguila o Sol system wasconstructed and tested with five representative drivers fromHuajuapan de Leon. Our usability lab was conditioned toreplicate the office where users pay their ticket and collecttheir documentation.
At the beginning, the user will be presented with a scenarioin which the driver had been ticketed and when paying theirticket the opportunity to use the system was offered.
A Samsung 40-inch TV was used, along with a Dell netbookwith a system consisting of three interfaces: the initial screenshowed the user’s turn, the second was the message in whichthe fine would be free and the last one in which the user
Figure 5: Aguila o Sol diagram system.
would have to pay the fine. Each screen was accompaniedby a particular sound to give the users more feedback. Theresult screens are displayed for 5 seconds.
Figure 6: Usability testing of Aguila o Sol system inour UsaLab usability laboratory.
Testing was conducted with a facilitator using the ThinkAloud technique so that the users could express their opin-ions and ideas about the prototype. A final evaluation wasalso conducted using a numerical scale.
5.7 Test scores5.7.1 Quantitative results
• 60% of users said that they had previously been tick-eted
• 60% of them indicated they had been victims of briberyby the authorities
• 60% of them said they had gone to collect their papersat offices
• The average time for the tests was 9.30 seconds
• Users assigned a final rating of 9.2 / 10 for the system
5.7.2 Qualitative results1. Users recommended that the message ”Your fine is
FREE”to be replaced by ”YOU DON’T HAVE to PAYyour fine” as it was considered more appropriate
2. Users asked for an explanation of the system beforestarting the draw
3. When taking their turn at the screen, users requestedto see the 10 previous results of the draw to ensureimpartiality
4. When users accept that their fines may have been cor-rectly handed out but did not have to pay fine, theysaid that they would like to have a document, alongwith their papers, about traffic education where infor-mation is displayed, along with the slogan ”Thank youfor not contributing to corruption”
5. All the users said that they would like to see a sim-ilar system implemented in real life and agreed thatthis system would improve how they view the TransitDepartment of the city [1, 3]
6. SOCIAL IMPACTThe fight against corruption is one shared by all the coun-tries of Latin America. Efforts to reduce this evil have in-creased tenfold with little success. In our country, distrustundermines the efforts made by the government, somethingwhich is being increasingly recognized by social networks.
According to studies [5] , 52% of Mexicans believe that thefight against corruption is inefficient, 75% of them claim thatcorruption has increased and 31% admit to having paid abribe.
Figure 7: Screen shot showing the user’s turn at theTransit Office.
For an initiative such as this to succeed, it would need tohave strong support from the government, the police andcitizens. The ease of implementing Aguila o Sol, as well as itstransparency and ease of use, would make this project easyto adapt to other cultures and countries of Latin America.
Figure 8: Screen shot displaying the green screenmeaning that the user won’t pay their fine.
We would love to see similar projects to ours in other coun-tries: Cara o Cruz in Argentina, Cara ou Coroa in Brazil,Escudo o Corona in Costa Rica, Cara o Escudo in Guatemala,Cara o Sello in Chile, and so on.
7. CONCLUSIONS• The use of technology to reduce or eliminate corrup-
tion is particularly important for this type of projectas they eliminate the human factor which introduces apotentially corrupt element.
• With Aguila o Sol, employing a user-centered method-ology ensured good results.
• The tests showed that the inclusion of simple technol-ogy and a clear, transparent and public process maybe the way to avoid acts of bribery and also increasepublic confidence in the local traffic police.
• Finally, through prolonged use and continued involve-ment of government, citizens and police, the reductionof corruption in this sector of society is possible.
8. REFERENCES[1] A. Affairs. Reporting usability test results, 2015.
[2] D. Cuddington and R. Wike. Declining ratings forMexico’s Pena Nieto, 2015.
[3] G. Design. Evolving the Google identity, 2015.
[4] T. e.V. How corrupt is your country?, 2015.
[5] T. e.V. Transparency international - Country profiles,2015.
[6] Usability.gov. Benefits of User-Centered Design, 2015.
SAMI: Mobile Interactive System for Learning (Sistema de
Aprendizaje Móvil Interactivo) Carlos Gerardo Prieto Álvarez Universidad Tecnológica de la Mixteca
RESUMODiversos fatores na jovem democracia dos paıses da AmericaLatina tem causado insatisfacao na populacao ao longo dosanos, fazendo com que esta sinta a necessidade de partici-par ativamente da polıtica do seu paıs por meio de mani-festacoes sociais. Porem, e nıtido atraves das notıcias quea polıcia, em muitas ocasioes, nao consegue evitar conflitoe violencia entre os proprios manifestantes; que o patrimo-nio publico por vezes e destruıdo e que, em alguns casos,pessoas que nao estavam envolvidas nesses delitos sao re-primidas de forma erronea. Diante deste contexto historicoe social, este trabalho apresenta o projeto Brado, uma pro-posta que pode ser usada durante protestos para preservar odireito de manifestacao, alem de prover transparencia sobreas atitudes policias e identificar possıveis infratores. Bradofoi desenvolvido por meio da metodologia Design Thinking,utilizando como princıpios norteadores o Design Emocional,a Computacao Vestıvel e User Experience. A solucao pro-posta deve funcionar em conjunto com uma serie de polıticaspublicas, como programas de educacao dos policiais e dos ci-dadaos e leis que assegurem o direito de manifestacao. Estaproposta foi avaliada com estudantes e servidores de umauniversidade publica brasileira e recebeu ampla aceitacao.
Categories and Subject DescriptorsH.5 [Information Interfaces and Presentation]: Multi-media Information Systems, User Interfaces
Palavras-chaveManifestacoes; IHC; Design;
1. INTRODUÇÃOA historia da America Latina e marcada por longas dita-
duras que, em sua maioria, controlaram o governo de seusrespectivos paıses ate o fim dos anos 80, o que resultou em
.
democracias extremamente jovens nestes paıses. A imaturi-dade delas, quando associada a fatores como a alta dıvida ex-terna, a instabilidade economica, a ma distribuicao de renda[21] e diversas denuncias de corrupcao contra os governos,causa revolta na populacao e, consequentemente, um cres-cimento da necessidade de participacao popular na polıtica[4]. Esse crescimento torna-se claro por meio da analise do
atual quadro de protestos nestes paıses. E grande o numerode manifestacoes polıticas e sociais realizadas nos paıses daAmerica Latina nos ultimos 30 anos. Entre os anos de 2010 e2013 ocorreram, em media, 11 novas manifestacoes por mesnos paıses latino-americanos [2].
Figura 1: Localizacao por paıs segundo agitacao e radicali-zacao - La protesta social en America Latina -pg 143
Juntamente com o aumento em seu numero, podemos ob-servar um quadro preocupante de conflitos ocorridos duranteesses eventos [9] [13]. Sejam entre os proprios manifestan-tes ou entre manifestantes e polıcia, tais conflitos possuemefeito negativo na populacao que acompanha as manifesta-coes. Apesar das tentativas por parte das forcas governa-mentais competentes para solucionar os problemas gerados[6], os resultados nao tem se mostrado eficazes o suficientepara evitar esses conflitos e manter pacıficas as manifesta-coes latino-americanas. Como consequencia disso, os confli-tos geram malefıcios a sociedade, como danos ao patrimoniopublico [8], prejuızos ao comercio e pessoas feridas.
Neste contexto, destacam-se quatro problemas principais:
(i) a capacitacao inadequada, ou mesmo a ausencia de trei-namento para os policiais, para que saibam como atuar nosprotestos de maneira adequada [7]; (ii) escassas iniciativasde conscientizacao da populacao, para que manifestantes naoajam de ma-fe ou usem de meios violentos e contrarios a lei;(iii) dificuldade de comunicacao entre policiais e manifestan-tes, devido aos tumultos e sons muito altos; e (iv) o medodos manifestantes de sofrer repressao inadequada por partedos policiais, e ate mesmo medo das acoes de pessoas queusam da violencia durante as manifestacoes.
Recorrer a auxılios tecnologicos e uma alternativa comumquando se mostra necessaria uma mudanca na abordagem deproblemas do cotidiano. Especialmente, quando tal avancotecnologico e financeiramente viavel e auxiliara em um au-mento significativo da eficacia da resolucao de tal problema.Levando em consideracao a popularizacao de tecnologias mo-veis [12] e vestıveis no dia-a-dia da populacao, como smartpho-nes e smartwatches, alem da conectividade e ubiquidade ine-rente a estes dispositivos moveis, os mesmos podem ser uti-lizados como aliados na resolucao dos problemas apontados.
Neste contexto, propomos Brado, um projeto que visaaprimorar o controle de manifestacoes sociais por meio douso de tecnologias moveis, munindo a polıcia com equipa-mentos que irao aprimorar o monitoramento de manifesta-coes, enquanto torna o trabalho dos policiais mais simples eefetivo. O objetivo principal desta iniciativa e a preservacaodo direito de manifestacao, alem de garantir a populacaotransparencia sobre as atitudes tomadas pelos policias, bemcomo a identificacao de pessoas que infrinjam a lei nas ma-nifestacoes.
2. CONCEITOS UTILIZADOSPara conceituar a proposta Brado, utilizamos como base
cinco teorias e conceitos principais, que guiaram as escolhasde design para os elementos da proposta.
O primeiro conceito norteador desta proposta e Weara-ble Computing, o qual guiou a escolha do paradigma deinteracao a ser utilizado. A interacao entre policiais e ma-nifestantes normalmente acontece em ambientes externos emuito movimentados. Em um contexto tao complexo e coma tensao existente entre policiais e manifestantes, e difıcilmanter a atencao para realizar as melhores escolhas. Por-tanto, dispositivos vestıveis se adequam bem a este contexto.Segundo Picard (1998) [3], este conceito se refere a produ-zir objetos computacionais vestıveis, como artigos de roupa,acessorio ou joalheria. Esse tipo de equipamento possui sen-sores e materiais que lidam com eventos fısicos e ate emo-cionais do usuario, detectando variacoes do corpo e/ou doambiente, que podem desencadear reacoes em variadas for-mas, cores e funcoes.
Norman (2004), afirma que a relacao de uma pessoa comum determinado objeto, evoca as associacoes e as lembran-cas, chamadas de historia de interacao [18]. Alem disto,tambem alerta que estas devem ser consideradas para o de-senvolvimento de bons produtos. Por este motivo, o segundoconceito aplicado para o desenvolvimento de Brado foi o De-sign Emocional. No escopo do estudo, compreendemos queos objetos usados pela polıcia evocam memorias e sentimen-tos potencialmente negativos para as pessoas que os veem.Levando este fato em consideracao, buscamos realizar inter-vencoes que ultrapassem possıveis bloqueios emocionais.
A terceira teoria aplicada foi a Semiotica que, segundoNiemeyer (2007), e a teoria geral dos signos, em que estes
suscitam varios significados, podendo ser interpretados dediferentes maneiras. Este aspecto tem um profundo impactona pessoa, funcionando como uma interacao dialogica, tendocomo consequencia uma respectiva reacao [17]. Na propostaBrado sao considerados os nıveis de consciencia imediata domanifestante e do policial, que dadas as circunstancias doambiente podem mudar drasticamente, pois a conscienciade um momento pode ser afetada por fatores como sons,sensacoes, lembrancas e sentimentos. Desta forma, e funda-mental que esta dimensao seja considerada, pois e atravesdo processo de formacao de sentido, que os eventos ocor-rem, servindo como insumo para as decisoes tomadas pelomanifestante e pelo policial.
O quarto conceito aplicado a proposta Brado e User Ex-perience [16], termo que Garret (2010) utiliza para definir aexperiencia que o produto cria para as pessoas que o usamno mundo real. Brado busca oferecer uma experiencia satis-fatoria e que corresponda as expectativas de seus usuarios.
O quinto conceito de base usado na proposta Brado, eo Design de Interfaces. Segundo Bonsiepe(1997), a inter-face e o espaco no qual se estrutura a interacao entre corpo,ferramenta (objeto ou signo) e objetivo da acao, e a in-terface que revela o carater de ferramenta dos objetos e oconteudo comunicativo das informacoes, transformando si-nais em informacao interpretavel [1]. Em nossa proposta,os elementos de interface foram cuidadosamente seleciona-dos para manter uma boa comunicabilidade e usabilidadedurante a interacao.
3. COMPONENTESA proposta Brado visa apresentar uma nova experiencia
de comunicacao durante as intervencoes militares em ma-nifestacoes de cunho social e polıtico, para que exista ummelhor relacionamento entre os policiais e os manifestantes,desde o monitoramento do local ate as acoes de apoio e con-trole do evento. Para alcancar nosso objetivo a solucao ecomposta por cinco componentes apresentados a seguir.
3.1 Drone de MonitoramentoO drone tem a funcao de capturar e enviar imagens para
uma unidade movel da polıcia, localizada nas proximidadesdo evento. As imagens recebidas sao analisadas pelos pro-fissionais responsaveis pelo monitoramento, que definem asacoes necessarias para a situacao apresentada. Com o auxıliodas transmissoes recebidas do drone, a polıcia podera, commaior facilidade, identificar pontos em que haja transgres-soes da lei, conflitos e area de ocupacao, podendo mobilizare distribuir agentes com maior facilidade aos locais especıfi-cos. Alem disso, o drone de monitoramento tambem poderaser utilizado para a transmissao ao vivo, via internet, dasituacao atual da manifestacao, para o publico em geral.
3.2 Pulseira InteligenteEm um ambiente que a pacificidade pode variar facil-
mente, a comunicacao exige agilidade, com um nıvel de com-preensao que acompanhe a rapidez do evento. Decidimos,entao, adotar a Pulseira Inteligente, por ela possuir a capaci-dade de permanecer longos perıodos de tempo junto ao usua-rio (o policial, no caso), ja que mantem contato direto comele. Por meio de um sistema de bio-monitoramento, a Pul-seira Inteligente oferece a possibilidade de monitorar simul-taneamente algumas variaveis do corpo, como temperatura,pressao volumetrica do sangue e batimentos cardıacos. Ao
traduzir essas informacoes, sao gerados dados importantespara o monitoramento dos policiais em campo, alem de fun-cionar como metodo de comunicacao silencioso, reduzindo oruıdo na comunicacao (central de monitoramento - policial)em momentos de tensao e barulho.
Por meio dessa tecnologia, propomos o uso de geolocali-zacao para posicionamento tatico dos policiais para que acentral possa informar diretrizes a serem cumpridas. Alemdisso, com base no monitoramento da saude de um policial(batimentos cardıacos e pressao sanguınea), a central tam-bem pode reposicionar os demais policiais. Isso se explicariapelo fato de que, se um grupo de policiais estiver com ba-timentos rapidos, algo esta acontecendo naquela area e elepode precisar de reforco policial, alem do drone de vigıliaser realocado para o local.
3.3 Escudo com letreiro informativoO escudo utilizado por policiais possui um nıvel visceral
que gera processamentos afetivos rapidos, sentimentos derejeicao, medo e perigo, e a nıvel reflexivo remete aspectoscomo repreensao, rigidez e impacto. Acreditamos que e im-portante nao mudar a vestimenta e os aparatos de trabalhodo policial, porem tambem devemos otimizar estas ferramen-tas. Pensamos no caso do escudo, dele ser associado a umatela de LED na sua parte interna, para nao excluir o aspectocomportamental do escudo, que e a protecao do policial. Oescudo pode ser transparente, permitindo um bom campode visao do policial, com formas arredondadas, aspecto lisoe simetrico que favorecem afetividade ao objeto; a exibicaodas informacoes na tela do escudo quebram a dicotomia doler e ver, onde os textos podem assumir formas e significadospor meio das imagens, atuando na fronteira entre o linguıs-tico e o visual. Exibir uma representacao de uma flor dentrodo cano de uma arma, transmite uma mensagem, que podeser usada para manter a pacificidade naquele dado momentoda manifestacao, por exemplo.
Uma comunicacao adequada, que nao fere as intencoesda manifestacao, favorece a recepcao de mensagens e ins-trucoes. Os informativos eletronicos de LED seriam usadospara a unidade policial se comunicar com os manifestantes,em situacoes conturbadas e barulhentas, em que a comu-nicacao falada se faz mais complexa, ja que os sons altos,estridentes, abruptos geram afeto negativo automatico, fa-tos comuns em manifestacoes. A comunicacao feita por meiodo escudo e silenciosa e possui um maior alcance. Logo, oruıdo durante a comunicacao (policial - manifestante) podeser reduzido com a emissao de mensagens e sinais visuaispor meio da tela de LED do escudo. As mensagens devemser claras ao indicar se as acoes realizadas durante o pro-testo estao ou nao de acordo com as normas que garantem apacificidade, alem de avisar aos cidadaos se ha algum perigoiminente e, sendo este o caso, fornecer orientacoes de comoagir.
3.4 Capacete de TransmissãoNotamos a importancia do posicionamento dos policiais
de forma estrategica para um melhor acompanhamento doperımetro da manifestacao. Cada policial, ao receber as ins-trucoes dos seus superiores, responsaveis pela operacao, as-sume a posicao estabelecida em pontos diversos do perıme-tro. Alguns, em posicoes estrategicas, teriam uma cameraacoplada em seus capacetes, usadas para o monitoramentodo estado da manifestacao, com a identificacao de pontos de
conflito e para realizacao da transmissao, via streaming devıdeo, dos acontecimentos do protesto.
3.5 How.We.Act: portal de transparênciaJuntamente com os equipamentos utilizados pelos poli-
cias, sugerimos ainda um Website, nomeado How.We.Act,funcionando como meio de comunicacao direta entre poli-cial e manifestante. Nesse portal, as imagens capturadaspelo Drone de Monitoramento e pelos Capacetes de Trans-missao serao transmitidas ao vivo. O portal e essencial parapromover a transparencia das atitudes tomadas pelos poli-ciais e manifestantes durante o evento.
Consideramos importante o acesso a alternativas de visaosobre os acontecimento reais das manifestacoes. Como ja nosreferimos sobre o drone e o capacete, as imagens capturadaspelas cameras desses dispositivos serao transmitidas onlinediretamente para um site aberto ao publico, considerandoque nao existam restricoes da conectividade com a internet.E importante que as imagens sejam capturadas e transmi-tidas simultaneamente, sem quaisquer edicoes, para que aspessoas que acessem o site tenham confianca no conteudoexibido. Estes vıdeos tambem serao mantidos como umaforma de acervo para que todos possam assistir aos aconte-cimentos passados. Alem da disponibilizacao das imagens,os usuarios terao acesso a mais informacoes, expressas poruma interface coesa e consistente, como dia, horario, pautada manifestacao e qual Instituicao a esta organizando.
4. METODOLOGIAA metodologia que foi utilizada para o processo criativo e
desenvolvimento do projeto foi a Design Thinking [20], pro-pagada pela IDEO, uma premiada empresa de design. Elafoca na inovacao para transfomar uma ideia em um produtoe e composta pelas seguintes etapas: 1. Imersao, 2. Defini-cao, 3. Desenvolvimento, 4. Prototipacao e Avaliacao e 5.Entrega. Porem, como nao obtivemos os recursos necessa-rios, nosso trabalho nao pode, de fato, ser implementado, oque configuraria a quinta e ultima etapa desta abordagem.
4.1 ImersãoPrimeiramente, realizamos uma pesquisa para conhecer
mais sobre o contexto atual das manifestacoes de cunho so-cial e polıtico nos paıses da America Latina. Isso foi neces-sario para que verificassemos a historia e a necessidade quea populacao desses paıses tem de participar mais ativamentedas decisoes polıticas. Alem disso, tambem foi pesquisado adefinicao e os tipos de manifestacao [2] [14], e os direitos edeveres dos manifestantes [11] [10].
A segunda fase foi relacionada a busca por artigos queindicassem dados numericos gerais sobre as manifestacoeslatino-americanas, como a quantidade de protestos que ocor-reram em um determinado perıodo e a porcentagem refe-rente ao tipo de cada um [2] (cultural, social e institucional),alem dos paıses que tiveram a maior e a menor quantidadede manifestacoes.
Por ultimo, coletamos informacoes sobre os tipos de abor-dagens policiais e as formas de violencias que ocorrem nosprotestos, seja pela polıcia, nos casos de brigas entre mani-festantes ou mesmo nos casos de depredacao do patrimoniopublico [8].
4.2 Definição
A proxima etapa foi marcada pela analise dos dados cole-tados nas pesquisas. Primeiramente, organizamos tais dadose os separamos em algumas categorias como acoes dos ma-nifestantes, acoes dos policiais, dados geograficos e meios derepressao.
MANIFESTANTESSEM A PROPOSTA COM A PROPOSTAAntes da manifestacao Antes da manifestacao
- Envia ofıcio a polıcia sobre amanifestacao;
- Envia ofıcio a polıcia sobre amanifestacao;
- Organiza e divulga por meiode redes sociais.
- Organiza e divulga por meiode redes sociais;
- Acessa o portal proposto parase informar sobre as manifesta-coes agendadas.
Durante da manifestacao Durante da manifestacao
- Se manifesta, apesar do medode sofrer represalia.
- Se manifesta sem medo desofrer represalia por causa dosaparatos extras;
- E guiado para zonas mais se-guras por meio dos escudos;
- Pode acompanhar em temporeal a manifestacao.
Depois da manifestacao Depois da manifestacao
- Vai para casa assustado;- Verifica e assiste os vıdeosdas manifestacoes do ponto devista dos policiais e dos drones;
- Vai para o hospital devido asrepresalias;
- Vai para casa satisfeito porter exercido sua cidadania;
Tabela 1: Manifestantes
POLICIAISSEM A PROPOSTA COM A PROPOSTAAntes da manifestacao Antes da manifestacao
- Recebe o ofıcio dos mani-festantes (que indica horario,data local e pauta da manifes-tacao);
- Recebe o ofıcio dos manifes-tantes;
- Faz o planejamento estrate-gico;
- Faz o planejamento estrate-gico;
- Atualiza o portal com as in-formacoes da manifestacao
Durante a manifestacao Durante a manifestacao
- Se posiciona conforme o pla-nejado;
- Se posiciona conforme o pla-nejado;
- Se esforca ao maximo paramanter a ordem.
- Se esforca ao maximo paramanter a ordem: orienta a po-pulacao por meio dos escudos;
- Utiliza o drone para moni-toramento e reposicionamentodos policiais;
- Utiliza a pulseira como meiode comunicacao silencioso;
- Faz o registro da situacao pormeio da camera dos capacetese do drone;
- Mantem a ordem de acordocom as orientacoes em temporeal da central de comando.
Depois da manifestacao Depois da manifestacao
- Faz um relatorio descritivodetalhado sobre os aconteci-mentos do evento;
- Faz um relatorio descritivodetalhado sobre os aconteci-mentos do evento;
- Toma as providencias cabı-veis.
- Toma as providencias cabı-veis com o auxılio dos vıdeos;
- Disponibiliza os vıdeo e o re-latorio no portal.
Tabela 2: Policiais
Com base nos dados, o publico-alvo do projeto foi carac-terizado como composto por homens e mulheres que tenhaminteresse em expressar a sua opiniao e/ou reivindicacao pormeio de manifestacoes de cunho social ou polıtico. A faixaetaria varia entre 15 e 50 anos [5] [15], as pessoas podemou nao possuir algum tipo de deficiencia fısica e moram empaıses da America Latina. Tambem podemos ressaltar queeles podem ser divididos em quatro perfis: 1. Policiais semo apoio da nossa proposta, 2. Manifestantes sem o apoio daproposta, 3. Policiais com o apoio da proposta, 4. Manifes-tantes com o apoio da proposta. E, a partir desses perfis,podemos tracar algumas caracterısticas da experiencia dosusuarios que sao indicadas nas tabelas a seguir.
Para finalizar a etapa, teve inıcio uma serie de discussoesacerca da interpretacao e validacao dos dados.
4.3 DesenvolvimentoPara a terceira etapa, realizamos algumas dinamicas para
estimular a criatividade da equipe, como a interpretacao depapeis de acordo com os perfis de usuario encontrados, alemde exercıcios criativos para desenvolvimento de solucoes [19].Sessoes de brainstorming tambem foram utilizadas para fa-cilitar a geracao de ideias para a solucao final.
Iniciamos, entao, o julgamento das ideias geradas. Osmembros da equipe conversaram entre si e selecionaram assolucoes mais viaveis e as que tinham a justificativa maisplausıvel em relacao ao problema e aos usuarios.
4.4 Prototipação e AvaliaçãoNa quarta etapa realizada, foram desenvolvidos prototi-
pos de media e alta fidelidade (wireframes e concepts) dasinterfaces do portal e dos outros itens da proposta. Alemdisso tambem verificamos a exequibilidade e os precos dosartefatos tecnologicos a serem utilizados para a execucao daproposta. Apos a criacao da solucao, iniciou-se a fase deavaliacao da proposta, por meio da apresentacao detalhadapara um grupo heterogeneo de 10 pessoas, na qual 8 sao alu-nos do curso de Sistemas e Mıdias Digitais da UniversidadeFederal do Ceara, e 2 sao servidores publicos da mesma uni-versidade. O grupo possui faixa etaria entre 18 e 25 anos e6 deles nunca haviam participado de uma manifestacao.
Nas entrevistas em profundidade, foram explicados o con-texto, os problemas identificados e os objetivos da propostaBrado, alem de terem sido apresentados os prototipos e ofuncionamento de cada componente. Logo apos, foi reali-zado o aferimento da proposta, por meio de uma entrevista,onde os participantes classificavam cada componente comum determinado numero de estrelas e contribuıam com suasopinioes.
Para finalizar essa etapa, foi feita a analise dos dados, quecontribuıram para a reformulacao da proposta, por conta dealguns aspectos avaliados pelos participantes. Ainda combase nos dados apurados, percebemos que os usuarios, emsua maioria, aprovam as solucoes apresentadas.
5. RESULTADOSPara analise dos resultados, apos a explicacao do projeto,
cada usuario foi brevemente entrevistado, com suas respos-tas gravadas com seu consentimento, a fim de recolher in-formacoes sobre a efetividade do projeto. Em seguida, foisolicitado dos avaliadores uma classificacao, em uma escalade 0 a 5 estrelas, para cada componente da proposta. Atra-ves da media desses dados encontramos a pontuacao final e
identificamos o nıvel de aceitacao dos componentes apresen-tados.
6. CONCLUSÃO E TRABALHOS FUTUROSApresentou-se, neste trabalho, uma proposta de solucao
para os problemas encontrados no controle e monitoramentoda atividade policial durante manifestacoes de cunho sociale polıtico. O projeto inclui equipamentos que auxiliam norelacionamento entre polıcia e manifestantes com o intuitode tornar sua relacao mais pacıfica.
A avaliacao realizada mostra grande aceitacao da propostapelos entrevistados, e que grande parte deles motivou-se aparticipar mais, ou se sentiria mais segura durante mani-festacoes. Como trabalho futuro, propomos a ampliacao dosistema criado, com a inclusao de novos equipamentos e au-mento das funcionalidades da plataforma de streaming.
Alem disso, e necessaria uma avaliacao com uma quan-tidade maior de usuarios, e, persistindo-se os resultados dapesquisa inicial, iniciar os testes do sistema em manifesta-coes reais.
7. AGRADECIMENTOSGostarıamos de agradecer primeiramente a nossa querida
Ticianne de Gois Ribeiro Darin, que, alem de nos guiarquando estavamos confusos e perdidos na nossa propostainicial, sempre nos auxiliou no que fosse necessario. Aonosso colega Everardo Castro de Lima Junior, que esteve aonosso lado, nos acompanhando durante o processo de cria-cao. A Universidade Federal do Ceara, ao Curso de Sistemase Mıdias Digitais e todos os nossos demais professores, quenos possibilitaram adquirir o conhecimento necessario parao desenvolvimento desse trabalho. Aos nossos familiares e atodos que contribuıram diretamente e indiretamente para arealizacao desse projeto.
8. REFERÊNCIAS[1] G. Bonsiepe and C. Dutra. Design: do material ao
digital. FIESC/IEL, 1997.
[2] F. C. Gutierrez, L. B. Fontana, M. I. N. Salinas, andH. P. Ortega. La protesta social en America Latina.2012.
[3] J. Healey and R. Picard. Digital processing of affectivesignals. In Acoustics, Speech and Signal Processing,1998. Proceedings of the 1998 IEEE InternationalConference on, volume 6, pages 3749–3752. IEEE,1998.
ABSTRACT This project aims to contribute in reducing social and migration problems that afflict migrants from Latin America and the Caribbean as they pass through Mexican territory.
By means of viable and reliable communication technologies, we can create a state of solidarity and humanitarian aid, propagating inclusion and cooperation among the social actors directly and indirectly involved in this phenomenon.
Categories and Subject DescriptorsGeneral TermsHuman Factors, Legal Aspects, Design, Security
KeywordsB.2 ARITHMETIC AND LOGIC STRUCTURES: Performance Analysis and Design Aids- Simulation, Verification, Worst-case analysis.
1. INTRODUCTION1.1 Migration Around the WorldThe growing economic and comercial interdependence between countries has implied an increase in the mobility of capital, resources, and people, as well [1]. It is estimated that there are currently 100 million international migrants in the world [2] and 15.4 million are refugees [3], which shows us that other factors exist, aside from economic ones, that motivate people to migrate as are political, social, cultural, and military factors, amongst others [4].
1.2 Migration in Latin America and the Carribean (LAC)According to figures of the Economic Commission for Latin America and the Carribean (ECLAC) 28.5 million Latin Americans and Carribeans reside outside of their country of origen. The United States of America is the main destination for 70% of them and to a lesser extent, some other country in LAC (%15) [5]. Since the 60s, the primary characteristic that has been present is emmigration without there being any record of signigicant movement of people returning to their countries of origin. The greatest presence of this type of this migration is in Mexico, Central American and Carribean countries.[6]
1.3 Mexico - A Country of TransitMexico is a country of origin, transit and destination for migrants, which is an extremely complicated situation; although there are no offical figures, it is estimated that each year about 150,000 migrants irregularly enter by way of the southern border of Mexico, primarily throught the state of Chiapas. These migrants are Central Americans, South Americans, and to a lesser extent extra-regional natives of Asian and African countries. [7]
Organizations of civil society indicate that the annual average of undocumented Central American migrants that enter into the country could be as high as 400,000. Due to the fact that they are not documented, there is no accurate data record. [8]
Figure 1. Migrants trying to reach their destination
2. PREDICAMENT2.1 Making a decisionMigrants decide to leave there countries of origen because they lack living conditions that are appropriate for their full development and on occasion, they live surrounded by violence and death threats, thus they prefer to risk their lives facing diverse problems to achieve prosperity. Leaving their communities is an undeniable personal decision.
2.2 Migrants in Transit Through Mexico: Primary RisksWhen they get to Mexico as undocumented migrants they face different risky situations, such as: abuses carried out by security guards, migration officials, police, military personnel, human traffickers and criminal gangs [9]; mugging and robbery; physical violence; sexual violence; kidnapping; torture and amputation; blackmail; exploitative labor (human trafficking); sexual exploitation (human trafficking); confinement; death. [10]
3. METHODOLOGY3.1 User-centered Design, Extended.UCD-e adds the “understanding” phase, which necessitates critical thinking and conceptual analysis on the foundation of other disciplines, which may include philosophy, psichology, cultural studies, anthropology, sociology, or design [11].
3.2 Initial Research and UnderstandingIn order to understand the migratory phenomenon it was important to compile documentary information, as well as consult with experts on the matter, which allowed us to find out various data in addition to the political, social, cultural and security effercts that define it.
The group “Grupo Beta,” located in Ciudad Ixtepec, Oaxaca, Mexico is among the facilities consulted. They shared their experience in assissting thousands of immigrants who gather at the aforementioned place, which is an important point due to the fact that the train route that connects to the Mexican states of Chiapas and Veracruz converges there. This group carries out trips along several kilometres of railroad searching for immigrants to whom they provide water first aid and transportation to hospitals, if needed. Additionally, they provide them with information about their rights.
Another institution that we was the National Human Rights Commission, also located in Ciudad Ixtepec, his institution shared his experience in the fight for the spread of the recognition of the human rights of immigrants. In Mexican territory there is great ignorance on the part of the state and municipal government agencies in order to treat immigrants. In addition, the latter are viewed and treated as criminals for not having the required documentation to stay in Mexican territory.
Likewise, civil society organizations are showing signs of making great achievements and an example of this is the network of shelters for migrants. These shelters are located strategically in places where the passage of immigrants was very large even before the implementation of the Southern Border Program. Many of these shelters received thousands of immigrants each month, numbers that have been reduced considerably by the diversification of the routes that they are forced to travel in order to avoid the monitoring posts. There are two shelters in the state of Oaxaca, “Centro de ayuda al Migrante A.C.”, located in the city of Oaxaca de Juarez, and “Hermanos en el Camino” A. C. , located in Ciudad Ixtepec, which together accommodate up to 3 thousand migrants per day.
We also received advice from the researcher and expert on migration Dr. Alma Cossette Guadarrama Muñoz, who is currently a professor and researcher at the Universidad del Istmo, campus Ciudad Ixtepec. She has conducted research on migration in southeastern Mexico, rights of undocumented workers, immigration policies and trafficking of migrants.
Similarly, the Institute of Oaxacan migrants was of great importance
EstudiarDiseñar
Desarrolla
rEv
alua
r
EntenderEntendimiento: Los migrantes sufren asaltos, robos, extorsiones, accidentes, no son atendidosinmediatamente, desconocen su situación jurídicay legal en el país por el que transitan.
Diseño: Desarrollo de un dispositivo deayuda humanitaria para el migrante
en tránsito.
Pruebas de evaluación:pruebas de usabilidad, retroalimentación.
Desarrollo: creación de prototipo de altafidelidad.
Estudio contextual: Centro de Orientación alMigrante A.C. (COMI) ubicado en la ciudad de
Oaxaca de Juárez y el albergue Hermanos en elCamino localizado en Ciudad Ixtepec.
Figure 2. Metting Migrants
Figure 3. UCD-E: metodology utilized
to us, because it allowed us to know the migration landscape of the state of Oaxaca mainly as an ejector of migrants.
3.3 Contextual StudyThe planning of the final solution is based on user needs, which was obtained from brainstorming with respect to the information gathered in the shelters: “Centro de ayuda al Migrante A.C.” (COMI) and “Hermanos en el Camino” AC, since they coexist directly with immigrants on a day to day basis and they are the ones who understand the poor conditions in which they arrive when they reach our state.
In these places we were able to observe and interview migrants from countries such as Guatemala, El Salvador, Honduras and Nicaragua, who shared the experiences they had during their journey to the shelters. They also explained to us what the reasons were in deciding to leave their country of origin, as well as their expectations about the trip that they had yet to take in order to reach their destination in the United States.
The immigrants shared with us the various dangers that they suffer along the way, such as: assaults, theft, extortion. Furthermore, in the event of an accident they are not attended to immediately, along with the above, they are unaware of their legal status in the country through which they pass.
We also note that migrants retained a low profile in their transit through Mexico (they do not carry electronic devices such as mobile phones, or ostentatious accessories); however, they possess general knowledge about the use of technologies, such as smart cell phones, computers, and internet, among others. This observation was carried out with 35 migrants.
3.4 Concept DesignWith the results obtained in the research and in the contextual study allowed us to generate through the technical sketchboard the general concept of the project: development of an electronic device for humanitarian aid to migrants in transit.
We have named this project “Estela”: System of Humanitarian aid to Migrants in Transit, in reference to the concept of the word stream, defined by the Royal Academy of the Spanish language such as: trail left in the air, a bright moving body, which gives meaning to our project, our motivation: do not lose lives of human beings during their migratory movement, on the contrary, have traces of them during their walk.
The proposed solution is to provide an electronic device that allows the immigrant to alert various institutions in the event that their life is in danger or their human rights are violated.
It’s important to place emphasis on the utility of the Estela device: humanitarian aid. Due to its nature, this project could be understood as an instrument for the propagation of illegal immigration in our country. However, according to our research there are federal programs that regardless of the legal situation of migrants, carry out activities of the same nature; and Estela seeks to be a technological solution that contributes in the operability of the activities of these programs, because migration is not dependent on the security that the bystanders have on their walk, this phenomenon is inherent to the global problems of social dynamics.
3.4.1 FeaturesEstela is an electronic device for geolocation, satellite communication and data storage. Estela is built by a traditional
interface of buttons, which according to the results, makes the performance of user tasks more efficient.
Estela performs three main tasks:
Task 1: Danger button:
When the migrant is in dangerous situations and could die (by a venoumous animal bite or sting, a fracture or amputation of body limbs, a stab wound or gunshot wound, a fire, kidnapping, extreme physical violence, etc.), you could press the danger button.
This task is technologically done by a GPS (Global Position System) module, which is responsible to determine the geographical location of the device through satellite triangulation.
» Task 2: Alert button:
In case the immigrant is a victim of mugging or robbery without physical violence, extortion, arrest by a police force or any unusual situation that does not require immediate attention, he could press the button located on the back of Estela.
This task is carried out technologically by a communication module which transmits the coordinates obtained by GPS to nearby satellite dishes; this task can be completed by the GSM methods (Global System for Mobile) / GPRS (General Packet Radio Service) or UHF (Ultra High Frequency).
It is important to highlight that each button must be pressed for more than five seconds for the signal to be sent and to be considered a real event.
Task 3: Record button
In case the immigrant is faced with a situation of abuse of power or discrimination, Estela allows the immigrant to make a recording for up to 20 minutes. The purpose of this function is to store data or information that yield elements to raise a complaint against the aggressor. This action seeks to empower immigrants as they recurrently are victims of abuse of power on the three Mexican police levels: municipal, state and federal, besides being discriminated by certain sectors of society.
For recording, the button must be held during the desired recording time.
This task is performed by an integrated standard audio recording system with a microphone which stores data on a MicroSD memory.
Figure 4. Task buttons
3.5 Construction and operation3.5.1 ConstructionEstela operates as follows:
• Symbology• Colour• Interaction•
3.5.2 Funcionamiento
3.5.2 Operation
1. Estela. The immigrant will activate Estela when he/she encounters on a situation of danger or alert.
2. GPS Satellite. Once the GPS module of the Estela device is on, the location is triangulated by satellite radio frequencies.
3. Communications satellite. Once the device is located, a signal will be sent to the terminal in which the Estela application is installed.
4. Data receiver. The device will pinpoint the location where the migrant activated Estela and may also review the type of signal that was activated (Danger or Warning).
5. Help. Once the signal is received, the shelter’s personal will call to the relevant sites, according to the type (Danger or Warning) Grupo Beta by INM, Red Cross, CNDH and/or the closest refuge to the location of the migrant.
3.6 EvaluationTo verify the design and the proposed tasks were clear to the user an initial assessment with 41 migrants was implemented.
First Prototype 3.6.1 - BraceletTaking into account the chosen concept, it was generated as low-fidelity first draft (in pencil and paper), a bracelet-like device for humanitarian aid to migrants in transit.
3.6.2 Detailed First Prototype - BraceletBased on the low fidelity sketch, a more detailed prototype of the bracelet that would allow us to simulate a real use environment was developed.
3.6.3 First Assessment - BraceletTests were developed with the bracelet using the WOz technique with real users (migrants) in order to validate the functionality of this first prototype.
3.6.4 FeedbackAfter analysing the results, various improvements suggested by users of our design concept of the project were found. Although the tasks of the device were appropriated, the design (bracelet) was not, for the second prototype these comments were taken into account.
3.6.5 Second prototype - PendantConsidering the improvements and suggestions from users at the first assessment, a detailed computer sketch with the corresponding changes was generated, especially in relation to the design of the device; it ceased to be a bracelet to become a pendant.
3.6.6 Detailed Second Prototype - PendantFrom the detailed sketch a high-fidelity prototype using a 3D printer was built, allowing us to define the design of our device (pendant).
3.6.7 Second Assessment - PendantWith our device developed, we tested the device using the WOz technique in real users (migrants) in the city of Ixtepec. The development of a high-fidelity prototype allowed us to perform usability tests with different users and in different contexts of use.
With the results obtained, it was possible to assess user acceptance and thereby subjecting it to expert analysis.
3.7 Final Results“If I had worn the device, my friend would still be with us”
- Honduran migrant.
UCD-e methodology was a key factor in the development of a viable prototype to offer humanitarian assistance to migrants in transit.
For our overall concept of the project, two devices were evaluated: a bracelet, and later, a pendant. The change was due to safety issues and discrimination, as users (migrants) could be quickly identified and put at risk.
For the first prototype, 54 tasks was implemented of which 96.2% were successful, while for the second prototype 92 tasks were performed and they had a 98.9% success rate.
Of the 41 migrants, 97% stated acceptance and confidence in the tasks that the devices performed.
Figure 5. First device prototype
Figure 6. User interacting with the device
4. SOCIAL IMPACTTo provide humanitarian aid to migrants in transit through Mexico is just a response to the precarious situation in which they are when they reach our country, because by not having the required documents, they are vulnerable to being treated like criminals.
Therefore, ESTELA has shown to be a means to prevent men, women and migrant children from losing their lives due to lack of medical care, water, food and shelter.
In turn, ESTELA seeks to promote the empowerment of migrants in transit in situations of abuse of power, extortion, assault, theft, etc., being a tool for storing evidence of such situations, and therefore, facilitate the search and punishment of those responsible.
Also, ESTELA intended to be a link that encourages and facilitates cooperation between the various institutions of humanitarian aid to migrants at national and international levels, and thereby expedite the implementation of their actions.
To fight for the respect of human rights of migrants in transit through Mexico is moreover, to fight for the human rights of migrants in the world.
5. CONCLUSIONSThe technology allowed us to offer affordable solutions, incorporating tools applied in other fields which are able to meet the migrants’ needs.
The User Centered Design methodology enabled us to achieve greater effectiveness, efficiency and satisfaction, all of which are reliable results to make our project and to obtain a device designed by and for the users.
ESTELA is an instrument that gives values to the human rights of migrants to live and to stay alive in dignity, peace and justice.
With the development of our research, we became aware of the opportunities we have to contribute to the improvement of our environment to support vulnerable groups.
In Mexico, although the respect for human rights of migrants has been legislated, in practice, optimal conditions for the exercise thereof are not given.
We consider that ESTELA is one of the voices that bind the claim for social support needs for our migrant brothers.
6. REFERENCES[1] Martinez Pizarro J.; Cano Christiny V. et al. (2014). Tendencias
y patrones de la migracion latinoamericana y caribeña hacia 2010 y desafios para una agenda regional. Publicacion de las Naciones Unidas. Consultado el 12 de agosto del 2015. Disponible en http://repositorio.cepal.org/bitstream/handle/11362/37218/S1420586_es.pdf
[2] Una contribucion conjunta del DAES y la OCDE al Diálogo de Alto Nivel de las Naciones Unidas sobre la Migracion y el Desarrollo, celebrado el 3 y 4 de octubre de 2013. La migracion mundial en cifras. (2013). p. 1
[3] Organizacion Internacional para las Migraciones. Hechos y cifras (2014). Consultado el 12 de agosto del 2015. Disponible en http://oim.org.mx/hechos-y-cifras-2
[4] Movimiento de la Poblacion: Las Migraciones. Tipos de Migraciones. Consultado el 12 de agosto del 2015. Disponible en http://objetos.unam.mx/geografia/migraciones/index.html
[5][6][7] Martinez P. J., Cano C. V. y Contrucci M. S. (2014). Principales patrones y magnitudes de la migración latinoamericana y caribeña. CEPAL - Serie Poblacion y Desarrollo N° 109.
[8][9] Organizacion Internacional para las migraciones. Hechos y cifras (2014). Consultado el 1 de septiembre de 2015. Disponible en http://oim.org.mx/hechos-y-cifras-2.
[10] Amnistia internacional. Problemas de la poblacion migrante. Consultado el 1 de septiembre de 2015 disponible en https://www.es.amnesty.org/paises/mexico/problemas-de-la-poblacion-migrante/
[11] Casillas R. R. (1012). La vigencia plena de los derechos humanos de los migrantes, Premisa insustituible en la relacion migracion y desarrollo. Mirando al norte: algunas tendencias de la migracion Latinoamericana. Ed.1ª. FLACSO.
[12] Harper R.; Rodden T.; Rogers Y. et al. (2008). Being Human: Human-Computer Interaction in the year 2020. England: Microsoft Research Ltd
[13] Secretaria de Gobernacion, Subsecretaria de Poblacion, Migracion y Asuntos Religiosos y el Instituto Nacional de Migracion. Guia para los Migrantes. México
[14] Huerta, Eduardo GPS: posicionamiento satelital / Eduardo Huerta; Aldo Mangiaterra; Gustavo Noguera - 1a. ed. - Rosario: UNR Editora - Universidad Nacional de Rosario, 2005. 148 p. 23x16 cm. ISBN 950-673-488-7 1. Tecnologia Satelital. -I. Mangiaterra, Aldo. II. Noguera, Gustavo. III Titulo CDD 629.46
[15] From GSM to LTE: An Introduction to Mobile Networks and Mobile Broadband visto en http://bibing.us.es/proyectos/abreproy/11141/fichero/PFC%252F4+Red+GSM.pdf
Figure 7. First and second (final) prototype devices together
SAGA
El robot actuante
Gloria A. Mendoza Franco Posgrado en Diseño Industrial