Vanessa Cesário

Marko Radeta

António Coelho

Valentina Nisi
email: valentina.nisi@m-iti.orgacoelho@fe.up.pt

Shifting from the Children to the Teens' Usability: Adapting a Gamified Experience of a Museum Tour

Keywords: usability, evaluation, interface, teenagers, children, gamified experience, selfies

In this poster, we are addressing the topic of "system's evaluation" from the point of view of assessing the usability of a gamified experience with 20 teenagers aged 15-17 years. The currently tested experience was ideally designed for children 9-10 years. In order to adapt the application to teenagers, we tested it with 20 targeted users. In this poster, we share the results and encourage a discussion among the researchers about how to adapt the gamified experience designed for children to a teenage audience.

Introduction

Measuring and evaluating usability of interactive systems and interfaces is an ongoing challenge for teams that are concerned with improving the user experience [START_REF] Finstad | The Usability Metric for User Experience[END_REF]. The success of any software depends on several factors and usability is one of the most significant ones [START_REF] Sauro | SUPR-Q: A Comprehensive Measure of the Quality of the Website User Experience[END_REF]. Numerous usability evaluation methods can be used to estimate the usability problems at the earlier stage of a software design in order to overcome the severity level and withdraw the rework of design [START_REF] Finstad | The Usability Metric for User Experience[END_REF][START_REF] Sauro | SUPR-Q: A Comprehensive Measure of the Quality of the Website User Experience[END_REF][START_REF] Djamasbi | MUX: Development of a Holistic Mobile User Experience Instrument[END_REF][START_REF] Lund | Measuring Usability with the USE Questionnaire[END_REF]. Nowadays, usability is the core cause of the success of any technical product [START_REF] Sauro | SUPR-Q: A Comprehensive Measure of the Quality of the Website User Experience[END_REF] which if it is hard to use, will most possibly fail at the market level [START_REF] Sauro | SUPR-Q: A Comprehensive Measure of the Quality of the Website User Experience[END_REF].

As we currently are in the era of interfaces and user experiences, it is quintessential to understand whether how we could adapt an interface to several demographics. Is the concept one size fits all suited for children and teens? The museum specific mobile application, Ocean Game, was designed for the Natural History Museum of Funchal (NHMF), Portugal, in order to engage 9-10 years old children with the museum exhibits, and it was first tested with these target users. After discovering the difficulties of the NHMF in attracting teenagers there, we were given a chance to rethink the same concept for teens aged 15-17. In this context, the following questions arose: How does an application for children fit the world of today's teenagers? What usability issues are relevant to these young people? The adaptation was initiated through the usability tests below.

Ocean Game: the product to be tested

The Ocean Game is a children's gamified experience to guide a visit throughout the Natural History Museum of Funchal, Madeira Island, Portugal (Fig. 1). The experience aims to explore the museum content and collect information about its 13 main creatures using a smartphone. This information is presented in a textual form, describing several scientific curiosities about each animal. The Ocean Game uses proximity beacons and visual cues in the form of stickers in order to signal the presence of digital content. The process is as follows: (i) when children approach the sticker, a short animation appears on the smartphone screen suggesting some key information regarding that animal; (ii) children can explore more information by scrolling through tweet-sized texts; (iii) after reading them, children are prompted to take a picture of themselves together with the current animal; (iv) this allows them to collect an icon specifically created for each individual animal which will be found in their inventory inside the mobile application; (v) the more creatures the children collect, the higher the level they can reach; (vi) each level awards a star as an achievement and a catalyst in order to push their motivation forward; (vii) at the end of the experience, users take inside of the application a quiz consisting of 13 questions about the animals (these questions are tailored to the information that they just learned during the experience); and (vii) after completing the quiz, the children are presented with a digital postcard containing their self-portrait and ranking. 3 Method: Usability Procedure

In this section, we describe the Ocean Game's usability individual sessions with 20 students, aged 15 to 17, from a local secondary school in Funchal, Island of Madeira, Portugal. In overall, our sample included 13-male students and 7-female students.

Their average age was 16,7. Students were enrolled in multimedia and informatics courses. Each participant participated in the usability test in the school premises where we run the gamified experience in a specially fitted classroom, where the beacons with images had been displaced. At the room entrance, users were given a smartphone and a list of tasks. The tasks were the following: 1) open the app; 2) go over the tutorial; 3) input name, email, age and gender; 4) start playing; 5) collect the 13 species; 6) answer the quiz; 7) check your award; 8) go out the app. During the user test, the researcher was observing and taking notes regarding participants' behaviors. At the end, they were required to answer a survey on a computer as well as to verbally explain their thoughts of what they liked and disliked more and about their views regarding the selfies. The surveys delivered were using the System Usability Scale (SUS) [START_REF] Brooke | SUS: A quick and dirty usability scale[END_REF], translated and validated for the Portuguese language [START_REF] Martins | European Portuguese Validation of the System Usability Scale (SUS)[END_REF], and the Net Promoter Score (NPS) [START_REF] Reichheld | The One Number You Need to Grow[END_REF]. Our rationale for using these surveys is that they were used also with new mobile technologies [START_REF] Djamasbi | App-Like Mobile Optimization and User Experience[END_REF][START_REF] Chomutare | Designing a diabetes mobile application with social network support[END_REF][START_REF] Brade | Being there again -Presence in real and virtual environments and its relation to usability and user experience using a mobile navigation task[END_REF]. The SUS and the NPS make it possible to gather personal feedback on system's quality, and in order to use that feedback for comprehending how the system compares to other alternatives and to identify areas of improvement.

Main Findings

In this section, we describe the findings regarding the observations taken by the researcher, the results of the surveys that participants were required to answer, their answers about what they liked and disliked more, and also their thoughts about the selfies.

Observations. Besides having a list of tasks, we noticed 7 users who were thinking out loud, being confused at the beginning without knowing what to do in the test. In addition, we also noticed that some of the participants did not know when to catch the species or how to take a photo. Others asked if it was necessary to take a properly formed selfie. In overall, they were excited with the user testing when they saw a smartphone to interact with, and we registered the following expression This is too much technology together, and it is absorbing, which expresses their excitement during the test. We also noticed that almost all people tend to click on the species' animation and also on the species' icons placed in their digital inventory. This suggests that students tend to explore more the circular icons with animals and are expecting to see more interactions after tapping the icons.

Surveys. The overall System Usability Scale had the average score of 83.125 out of 100, which is considered as a "good user experience". The Net Promoter Score had an average of 8 out of 10 which considers the users to be "passively satisfied".

Like.

Participants were asked to express themselves what they liked more in the application. In total, 52 insights were obtained which we grouped into 7 categories. The categories were: 1) Learning (12 insights): they enjoy reading information about the species which prompted them to learn; 2) Selfies (10 insights): they enjoy taking selfies with the discovered species; 3) Interaction (10 insights): they like the interaction of approaching the species through the beacon; 4) Usage (8 insights): they value the easy utilization of the application such as the system's easy and fast answers; 5) Quiz (6 insights): they liked to be prompted with a quiz to test their knowledge capacities; 6) Design (3 insights): 3 participants found the application's design appealing; 7) Gamified experience (2 insights): 2 participants enjoyed the challenge of going further in the gamified experience by achieving stars.

Dislike. Participants, when asked about what they disliked in the application, came up with 11 insights, which we grouped into 4 categories. Namely: 1) Selfies (4 insights): participants felt embarrassed while taking self-portraits, they would rather take pictures of the species than of themselves; 2) Quantity (3 insights): it was reported that the gamified experience had too few animals; 3) Quiz (2 insights): at least 2 participants didn't like the fact of being mandatory to answer the 13 questions; 4) Images (2 insights): also 2 people didn't like the design of our icons arguing that they could be real rather than a vector image.

Selfies. Regarding the selfies, all the participants were verbally asked about their opinion. We had 16 positive answers and 4 negative answers. Those who answered positively argued that they would take selfies even without the application. They would also value more if the application could add Augmented Reality icons to the selfies and social component as Snapchat does. However, those who did not enjoy the selfies specified that it would be better to take a photo of the species, not a selfie; and at least one argued that it would be boring to take selfies to all the animals and they would rather take to the animals that they liked, not all of them.

Concluding Remarks

These findings contribute to the broader literature on gamified experiences for teenagers in the field of HCI, arguing that it is possible to adapt a gamified experience designed for children into one for teenagers, when the first contains elements that are considered as novel approaches by the "new generation" [START_REF] Napoli | The Net Generation[END_REF] such as mobile applications, taking pictures and interaction through proximity. Our findings highlight that the selfie element catches teens' attention, although some of them would rather take a picture of the species than taking self-portraits. In fact, our results resonate with the broader literature which indicates that young people today are born into the world flooded by novel technologies [START_REF] Napoli | The Net Generation[END_REF][START_REF]Wikia: Generation Z: A Look At The Technology And Media Habits Of Today's Teens[END_REF] because they were comfortable and excited with the user tests. On this view, [START_REF]Wikia: Generation Z: A Look At The Technology And Media Habits Of Today's Teens[END_REF] reports that the "Generation Z" (teenagers in particular) is more and more engaged with open platforms for information sharing, seeing technology as a vital part of their lives. Besides, more studies argue that when working with this age group, emphasis should be placed on producing combined communication policies that connect the use of interactive technologies with the more conventional media channels [START_REF] Napoli | The Net Generation[END_REF]. In essence, our study highlights how much children and teens value the technology in their museum experiences and would appreciate the integration of playful approaches with the learning goals of museums to have more enjoyable experiences. For the future work, we will iterate the Ocean Game application based on the usability problems that were verified, such as allowing users to tap on the species' icons, and to give them freedom either to take a self-portrait or simply to take a picture of the species. Although we have not asked them directly about whether the design of the gamified experience was appealing (which is a limitation of this work), only two people stated they would prefer real images rather than our images (Fig. 1). This insight will be taken into consideration when iterating the Ocean Game application. After these improvements, we will commence the user tests inside the premises of the museum, not only using the SUS [START_REF] Brooke | SUS: A quick and dirty usability scale[END_REF] and the NPS [START_REF] Reichheld | The One Number You Need to Grow[END_REF], but also using the MUX scale [START_REF] Djamasbi | MUX: Development of a Holistic Mobile User Experience Instrument[END_REF] with the aim to address mobility issues which were not addressed in-situ during the above user tests. Furthermore, testing inside the premises of the museum will enable us to address the engagement and visitor experience of the users regarding the gamified experience and the exhibition (repeat play value, relatability with the exhibits) during the museum tour.

Fig. 1 .

 1 Fig. 1. Print screens of the Ocean Game: curiosity about the animal explained in text and taken selfie above it (left); inventory of collected species (middle); and digital postcard with results of the gamified experience (right)

Acknowledgments. The research leading to this work has received funding from ARDITI (Agência Regional para o Desenvolvimento da Investigação, Tecnologia e Inovação), under the project number M14-20-09-5369-FSE-000001. Our gratitude also goes to Prof. Sónia Matos for her support gathering the curiosities of each of the 13 species, and to the students and teachers of the Multimedia and Informatics class at Francisco Franco's Secondary School. We would also like to thank the Museum of Natural History of Funchal for their timely support and feedback.


Matthew Stanton

Thomas Hartley
email: t.hartley2@wlv.ac.uk

Fernando Loizides
email: fernando.loizides@wlv.ac.uk

Adam Worrallo
email: a.worrallo@wlv.ac.uk

Dual-Mode User Interfaces for Web based Interactive 3D Virtual Environments Using Three.js *

Keywords: Dual-Mode user interfaces, 3D web, Three.js

3D objects are now being embedded within HTML pages without the need for additional software, such as browser plug-ins. However, 2D and 3D web content are still typically treated as separate entities with limited interaction. Our research presents a working prototype implementation of a dual-mode user interface for interactive 3D environments. The developed interface allows the user to instantly switch between a traditional hypertext interface and an immersive 3D environment that incorporates 2D HTML elements. The results from an initial user study show that 2D and dual-mode interfaces allow for quicker retrieval of information than 3D websites alone and result in higher user satisfaction.

Introduction

Innovations in web technology (e.g. HTML5 and WebGL) are allowing for advanced 3D graphics to be integrated and rendered directly in a web page without the need for additional software, such as browser plug-ins. However, there are currently no standard approaches to effectively combining traditional 2D web content, such as text and images with interactive 3D environments. Furthermore, while 3D graphics provide a more immersive and richer user experience; they also have the potential to inhibit the user because they add additional user interface interactions. For example, 3D environments require a user to interact with content via a viewport and typically require a user to navigate to a location to retrieve information. This slows down a user's ability to complete common web tasks, such as retrieval of textual information. In this paper, we present a prototype implementation of a dual-mode approach to interface design for information dissemination in interactive 3D environments using Three.js, a WebGL 3D graphics JavaScript library. A web-based interactive digital heritage application is created that allows a user to switch instantaneously between 2D and 3D user interfaces. We also present a user study to identify the initial effectiveness of the prototype.

Background and Related Work

Advanced 3D graphics are increasingly being used in web applications in a variety of areas [START_REF] Seo | Web3D '15 Proceedings of the 20th International Conference on 3D Web Technology[END_REF], such as digital heritage [START_REF] Kukka | mobileDOK: culture in your pocket[END_REF][START_REF] Barreau | Virtual reality tools for the west digital conservatory of archaeological heritage[END_REF], surgical training and museum exhibitions. However, the use of interactive 3D web environments for web content is still limited, despite the availability of modern graphics hardware. A key reason for this limited use is the lack of integration between traditional 2D content and 3D environments [2,]. Often 3D applications, such as virtual museums focus on graphics, immersion, and interactivity rather than traditional web tasks such as the locating and viewing of information. Interactive 3D web environments need a more integrated approach to 3D and 2D content if they are to see greater adoption.

Seo, Yoo and Ko [START_REF] Seo | Web3D '15 Proceedings of the 20th International Conference on 3D Web Technology[END_REF][START_REF] Seo | Webizing 3D contents for super multiview autostereoscopic displays with varying display profiles[END_REF] explore how 3D objects and 2D HTML elements can be more tightly integrated by having HTML elements exist within 3D space and associating them with the 3D objects they are referencing. Jankowski and Decker [START_REF] Jankowski | On the design of a Dual-Mode User Interface for accessing 3D content on the World Wide Web[END_REF] propose a dual-mode user interface where a user can switch between a hypertext mode and a 3D mode at any time. The hypertext mode incorporates 3D objects alongside hypertext based interactions. The 3D mode adds hypertext annotations to a 3D scene. Their results show that the dual-mode user interface had the "best overall task performance" when compared to hypertext and 3D alone. However, while the dual-mode was rated the highest overall, the hypertext UI was rated "easier to learn" than the 3D UI and dualmode UI. Participants also found that presentation and readability of text in the 3D UI was worse when compared to the dual-mode and hypertext UI. There were also improvements suggested by the testers, which included a preference towards a keyboard control system in addition to the mouse control system that was already in place. Searching for content was not available in the dual-mode UI, meaning that searching for content on a webpage, commonly performed by pressing Ctrl + F on a Windows PC, could not be performed and therefore slowed down the retrieval of data. Despite these limitations, the dual-mode user interface was the clear winner, both practically, aesthetically, and preferably [START_REF] Jankowski | On the design of a Dual-Mode User Interface for accessing 3D content on the World Wide Web[END_REF].

System Description

The prototype system implements a digital heritage application in the form of a 1960s diner. The application allows a user to explore a recreation of a 1960s diner and objects that might be found in a diner of this era, such as a juke box and pinball machine. The prototype system was implemented using HTML5, CSS3, JavaScript and WebGL via the Three.js JavaScript library. Three applications were created, a "2D Website", which is a 'flat' web page, that contains 3D renders of the objects in the diner, as shown in Figure 1 left. The second application, shown in Figure 1 right, is a "3D Website" implemented using Three.js. It contains a 3D diner that the user can explore and interact with specific objects. When the user is within the vicinity of an object 2D textual information is presented. Finally, a "Dual-Mode Website" was implemented which combines both the "2D Website" and "3D Website" together, enabling users to switch between the two websites by pressing the "2" and "3" keys on the keyboard, respectively. The dual-mode website has the added functionality of seamless transitions between modes.

Fig 1:

Left -"2D Website", which allows a user to select a tab at the top, and then learn about each component of the diner, complete with 3D rendered images. Right -"3D Website" which allows the user to interact with objects to display information.

Testing

The prototype testing focused on measuring the speed at which information could be retrieved using the three applications to assess the effectiveness of the user interface. In the 2D mode participants were required to retrieve the answer using standard hypertext and mouse click interactions. In the 3D interface participants had to navigate the 3D environment to retrieve information from information boards. In the dual-mode the user could switch between user interfaces at any point; however, the questions in the "Dual-Mode" encouraged the user to return to 3D mode to avoid them simply staying in the 2D mode. Each question was timed from the moment the user made interaction with the application after reading the question and the timer was stopped the moment the participant finished writing their answer. Once the speed tests were complete, participants were asked to fill out a questionnaire which would measure their satisfaction with each application and how much they agreed with a series of statements on a Likert Scale that targeted the user interface, the aesthetics, the performance, the ease at which information could be retrieved and the simplicity of switching modes. To test the prototype, we recruited 11 participants. Each participant was given a brief description of the experiment, a consent form, and a short pre-study questionnaire before the testing to establish the participants' profile. Following the testing participants were given a post-study questionnaire. The questionnaire asked each participant to state how much they agreed with statements relating to the user interface, the ease at which information could be obtained, how aesthetically pleasing the applications were and the website's performance. The ratings are calculated by scoring a 1 for "Strongly Disagree", 2 for "Disagree", 3 for "Neutral, 4 for "Agree" and 5 for "Strongly Disagree".

The results from the prototype testing indicate that the 2D website achieved the highest rating for the user interface, with the dual-mode website only one point lower. The ease at which information could be found was rated the highest on the dual-mode website, with the 2D website close behind. The 3D website was regarded as the most aesthetically pleasing and the 2D Website was considered to have the best performance. These results will inform the progression of the research and development process. It was clear that both the 2D and dual-mode websites were close in every test, as well as the feedback that was given about them, and it was made apparent that the 3D website lacked in all but one area, obtaining lower satisfaction ratings, as well as lower speed test times. These findings are comparable to the research by Jankowski and Decker [START_REF] Jankowski | On the design of a Dual-Mode User Interface for accessing 3D content on the World Wide Web[END_REF], who identified that their dual-mode applications are easier and more efficient than 2D or 3D interfaces alone [START_REF] Jankowski | On the design of a Dual-Mode User Interface for accessing 3D content on the World Wide Web[END_REF].

Conclusions and Future Work

We have presented a dual-mode user interface to enhance user interaction with web content when presented in conjunction with 3D virtual environments. This pilot study has shown the promise of dual-mode interfaces for 3D virtual environments. Future work will improve the dual-mode interface by integrating the 3D view more closely with the 2D view and expand the 2D annotations within the 3D content. We will also expand the scope of the study to fully assess the merits of dual-mode interfaces.


Muhammad Zahid Iqbal
email: hello.zahid@outlook.com

Versatile Classroom Management Solution for Teachers in Developing Countries

Keywords: ICT in education, m-learning, smart education, Smartphone interactions, teaching methodologies, e-learning, interaction methodologies, Human Centered Design

des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

Introduction

Education in the developing countries and rural areas is always a problem due to lack of resources and teachers. Due to large classes' size, teachers enable to provide attentions to students which lead to poor performance.

Smart phones are integrating rapidly in the lives there is a big move towards the implementing these applications in the education. Distance learning has been totally changed with these applications [START_REF] Paris | Classroom applications of research on self-regulated learning[END_REF]. Lots of students' engagement strategies are being adopted in the different countries which definitely bring results to a great extent [START_REF] Christenson | Handbook of research on student engagement[END_REF][START_REF] Lindquist | Exploring the potential of mobile phones for active learning in the classroom[END_REF]. Singapore & Australia have brilliant experience of ICT based solution in the early classes' school education and really get appreciated results [START_REF] Choy | Singapore's preservice teachers' perspectives in integrating information and communication technology (ICT) during practicum[END_REF][START_REF] Mertler | Measuring Teachers' Knowledge & Application of Classroom Assessment Concepts: Development of the[END_REF].

Wankel & Charles worked for students' engagement in the classroom by using the latest technology. They worked with the social media, communication mediums and web 2.0 to bring an innovation in the classroom environment [START_REF] Wankel | Increasing student engagement and retention in e-learning environments: Web 2.0 and blended learning technologies[END_REF].

Tondeur, Jo, and et al have worked out to find how ICT interact with the policy of the schools. They have shown their finding as it is hard to implement any new technology in the classroom in the public sector because of policy restrictions [START_REF] Tondeur | ICT integration in the classroom: Challenging the potential of a school policy[END_REF]. Sutherland and Rosamund have worked out to find the efficiency of use of ICT in the classroom and outside the classroom [START_REF] Sutherland | Transforming teaching and learning: embedding ICT into everyday classroom practices[END_REF].

Choy and Doris Wong have briefly explained what is happening in the classroom in Singapore. They have explored the smart classroom of the Singapore which delivers best results in the World [START_REF] Choy | Singapore's preservice teachers' perspectives in integrating information and communication technology (ICT) during practicum[END_REF].

Jung, and Insung worked with ICT workshop to deliver the best practices and providing ICT experience for teachers [START_REF] Jung | ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide[END_REF].

Kennewell and Steve worked on learning outcomes from a technology rich classroom environment for teachers. They have explored th and teaching with ICT-based pedagogy [START_REF] Kennewell | The influence of a technology-rich classroom environment on elementary teachers' pedagogy and children's learning[END_REF].

Markett, and Carina have introduced the classroom where students get involved with SMS with instructors and Robert have also used SMS teaching methodology which provide ful results [START_REF] Meurant | Cell Phones in the L2 Classroom: Thumbs up to SMS[END_REF]. This method also adopted in tem.

Mertler, Craig A., and Cynthia Campbell developed Assessment Literacy Inventory (ALI) and evaluated with 152 teachers to find the performance of traditional teaching methods and new interventions of technology in teaching pedagogy [1

We conducted survey and interviews to find and explore the local challenges. Despite all of the above mentioned grea is too big and teachers vs. students ratios of knowledge and time efficiency. There is a need of a comprehensive solution for the classroom which can help teachers to conduct quiz and make assessment easily.

Proposed Solution

We developed a smart phone application Android OS devices. Android is one of the most popular OS used in smart phones in Pakistan as more than 90% Smart phones are Android OS based. have worked out to find the efficiency of use of ICT in the classroom and ide the classroom [START_REF] Sutherland | Transforming teaching and learning: embedding ICT into everyday classroom practices[END_REF].

have briefly explained what is happening in the classroom in Singapore. They have explored the smart classroom of the Singapore which delivers best results in the World [START_REF] Choy | Singapore's preservice teachers' perspectives in integrating information and communication technology (ICT) during practicum[END_REF].

Jung, and Insung worked with ICT-Pedagogy integration in the teachers training workshop to deliver the best practices and providing ICT experience for teachers [START_REF] Jung | ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide[END_REF]. Kennewell and Steve worked on learning outcomes from a technology rich classroom environment for teachers. They have explored the benefits of technology on learning based pedagogy [START_REF] Kennewell | The influence of a technology-rich classroom environment on elementary teachers' pedagogy and children's learning[END_REF].

Markett, and Carina have introduced an SMS based system to create interactivity in the classroom where students get involved with SMS with instructors [START_REF] Markett | Using short message service to encourage interactivity in the classroom[END_REF]. Meurant, have also used SMS teaching methodology which provides quite succes This method also adopted in Pakistan which is SMS based quiz sy Mertler, Craig A., and Cynthia Campbell developed Assessment Literacy Inventory d with 152 teachers to find the performance of traditional teaching methods and new interventions of technology in teaching pedagogy [START_REF] Mertler | Measuring Teachers' Knowledge & Application of Classroom Assessment Concepts: Development of the[END_REF].

We conducted survey and interviews to find and explore the local challenges. Despite all of the above mentioned great inventions. In the public sector schools, Classes size vs. students ratios highly low. It creates a gap between delivery of knowledge and time efficiency. There is a need of a comprehensive solution for the lp teachers to conduct quiz and make assessment easily.

Proposed Solution

We developed a smart phone application for teachers named My Class Manager for Android OS devices. Android is one of the most popular OS used in smart phones in tan as more than 90% Smart phones are Android OS based. Basic interface has been shown in Fig. 1. A server is linked with the Android application where teachers can create their quiz/papers and conduct in the classroom. Teachers provide the answer sheets to the students and play the audio quiz in the classroom.

In the concept of the audio quiz teacher enables to manage a large class size by creating attention and delivering the quiz with native English language accent. Teachers can make their digital quiz anytime in the class and conduct for students.

After finishing the quiz time, teacher will scan the answer sheets of all the students through application. Application sends scanned answer sheets to server & provides the results on the base of correct answers. Application provides text to speak, English to Urdu and Urdu to English dictionary to help teachers in the native English accent which is lack in the Pakistan.

EVALUATIONS

Application tested three different classes. These tests conducted in 6 th , 7 th and 8 th class with 40 students each. A Smartphone given to every teacher with application installed inside and guided about the testing procedure of the application. There were Eight (3) teachers who participated in the testing. Students participated in the research are 12-16 years old. Teachers participated in the research have 3-7 years experience in teaching English and science subjects.

Conclusion

Teachers show a great attraction towards using ICT in classroom for making their life easier and using modern teaching pedagogy. Teachers show a great attraction towards using ICT in classrooms for making their life easier and using modern teaching pedagogy. Paper & Quiz checking speed and getting full assessment of the large class size is highly improved which is one of the basic need for teachers. As for generating progress reports for parents and management of students' data for the whole years need lots of time with manual working, My Class Manager can do this work without any effort.

In the further investigation, we are working to approve the application by adding new features which can create more interactive classroom environment.

Fig. 1 .

 1 Fig. 1. Right to Left, Splash Screen, Login Screen Dashboard

to

  Left, Splash Screen, Login Screen Dashboard and audio quiz of Application have worked out to find the efficiency of use of ICT in the classroom and have briefly explained what is happening in the classroom in Singapore. They have explored the smart classroom of the Singapore which delivers gogy integration in the teachers training workshop to deliver the best practices and providing ICT experience for teachers [7]. Kennewell and Steve worked on learning outcomes from a technology rich classroom e benefits of technology on learning based system to create interactivity in Meurant, quite success-Pakistan which is SMS based quiz sys-Mertler, Craig A., and Cynthia Campbell developed Assessment Literacy Inventory d with 152 teachers to find the performance of traditional teaching We conducted survey and interviews to find and explore the local challenges. Despite Classes size It creates a gap between delivery of knowledge and time efficiency. There is a need of a comprehensive solution for the named My Class Manager for Android OS devices. Android is one of the most popular OS used in smart phones in of Application

Fig. 2 .

 2 Fig. 2. This graphs shows evaluations conducted in the three classes


Sparshad Kasote

Suvodeep Das

Santhosh Rao

Adoption of Structural Analysis Capabilities in an IOT based Scenario for Connected Assets

Keywords: User Experience, IOT, Structural Analysis, Lifetime Analysis, Interaction design, Industrial Internet, Industry 4.0

This case study showcases the exploration and integration of structural analytical methods into an IOT based scenario which comprises of assets that have structural significance. The work showcased in this study was pursued at Sap Labs, Bengaluru as a part of the Digital Assets and IOT team. It would mainly revolve around the various stages and scenarios that the project underwent. The scenarios considered for the explorations were chosen based on their ability to portray what structural analysis is, and to portray how structural analysis would be critical when integrated in an IOT scenario.

Introduction

With the rise of Industry 4.0, the ability of Industrial IOT to impact lines of businesses in their fundamentals is growing. We all know that the adoption of Industrial internet is beginning to impact the optimum utilization of an asset and reduce operational cost in respective contexts. This in turn affects the sustainability ecosystem of the industrial scenario [START_REF]Applications of finite element analysis in mechanical system design[END_REF]. This case study elaborates the intent of the adoption of certain structural simulation technologies in an Industrial scenario. The broad goal of the adoption is to showcase the capability of structural analysis within two scenarios that comprise of connected assets. The structural integrity of these assets plays a critical role for that industry to operate within its digital economy. This capability is expected to enhance the optimum maintenance and operation of assets in their predictive life cycle, under the influence of external factors or natural wear and tear.

The assets that have structural significance in an industrial scenario could be from a large spectrum of sizes. From wind turbines and aircrafts, to oil well heads and railway switches, these assets are largely dependent on their structural integrity to efficiently operate in their respective industry. The adoption of this capability commenced when SAP acquired a dynamic structural simulation technology called 'FEDEM' (Finite element dynamics in elastic mechanisms).

Structural Analysis Process

The approach used for structural analysis in the capability is the 'FEA' (Finite element analysis) approach. FEA is widely used in the field of mechanical systems to predict and visualize the stress and strain related parameters of a structure [2]. These parameters are then used to predict the useful lifetime of an asset. This method provides real time visualization of the physical state of the structure, which comprises of the fatigue and registered stress cycles. The historic analysis of these cycles estimates the lifetime consumption of the asset. This is visualized to the user by creating a digital twin of the structure which is actually a digital model of the asset. The stress and strain related data is overlaid on this model based on the information received from the sensors that are mounted on the asset (Figure 1).

Scenarios

The two scenarios considered for showcasing the adoption of this capability were that of a windfarm and a network of railway switches. Both these scenarios were considered for adoption, as they comprised of assets that have their structural integrity as a key performance indicator for that business. The maintenance costs, output efficiencies, safety measures and equipment investment of these scenarios were largely dependent on the structural integrity of their respective assets.

Windfarm Scenario

This scenario consists of a windfarm operator as a persona who is responsible for maintaining a set of windfarms that comprise of wind turbines as assets. With all the assets (wind turbines) being connected, the user is able to monitor the health of an asset and generate optimum maintenance requests, that reduce the total downtime. The stresses and loads experienced by each asset can be analyzed to a component level that in turn drives the maintenance schedules for required instances. In figure 2 we see a map view of a windfarm and a side panel on the right which shows relevant structural alerts of asset components. The user story revolves around the selection and inspection of an asset that needs attention, after which the user generates appropriate maintenance requests that ultimately optimize the lifetime of the asset. We shall see more about lifetime analysis in the following sections.

Railway Switches Scenario

The scenario catered here is that of a railway network, where the user needs to monitor the railway switches in the respective railway cluster. The lifetime consumption of these switches is monitored and maintenance requests are scheduled efficiently. Figure 3 shows the railway switch cluster map that is shown to the user who is a railway switch operator.

Framework Approach and Discussion

To cater both the scenarios, a common framework was devised. Figure 4 shows the activity flow diagram of one of the use cases in the framework (windfarm). In the flow, the "digital inspection" and the "lifetime observation" steps showcase the structural capability of the adoption. Digital inspection is done with the alerts being played as a structural visualization on the 3D model of the asset. Figure 5 shows the lifetime consumption time series of the asset or component, where the expected life can be optimized by scheduling appropriate maintenances. The framework devised in this adoption could be integrated in various industrial 4.0 scenarios in the future. With this framework, constructive measures could be taken to possibly reduce the maintenance cost and equipment investment and increase the operating efficiency of a large gamut of Industrial IOT scenarios. There also lies a vast opportunity in exploring this adoption for not only industrial but also consumer scenarios in which products or assets have structural significance.

Fig 1 .

 1 Fig 1. Finite element model with overlaid stress data.

Fig 2 .

 2 Fig 2. Map view of a windfarm

Fig 3 .

 3 Fig 3. Railway switch cluster map

Fig 4 .

 4 Fig 4. Activity flow

Fig 5 .

 5 Fig 5. Lifetime consumption time series


Frederic Raber

Felix Kosmalla

Antonio Krueger

Fine-grained Privacy Setting Prediction using a Privacy Attitude Questionnaire and Machine Learning

This paper proposes to recommend privacy settings to users of social networks (SNs) depending on the topic of the post. Based on the answers to a specifically designed questionnaire, machine learning is utilized to inform a user privacy model. The model then provides, for each post, an individual recommendation to which groups of other SN users the post in question should be disclosed. We conducted a pre-study to find out which friend groups typically exist and which topics are discussed. We explain the concept of the machine learning approach, and demonstrate in a validation study that the generated privacy recommendations are precise and perceived as highly plausible by SN users.

Introduction

The tradeoff between privacy and utility in a social network (SN) has been a research problem from the beginning, since SNs are largely used in public. Still, there is no acceptable solution that provides an optimal tradeoff between privacy and utility while keeping the user burden at a minimum. Social network providers tried to tackle this problem by introducing friend lists or circles. Users create one or more lists containing a subset of their online friends, and publish a new post exactly to the people inside these lists. Still, the SN users have the burden of manually setting the appropriate privacy setting for each of these groups in order to achieve a perfect privacy setting. Recent studies have shown that only 17% of all posted content is shared using friend lists [START_REF] Mondal | Understanding and specifying social access control lists[END_REF].

We argue that every single post needs its own privacy setting, and should only be disclosed to a specific list of users, depending on the topic of the post. To decrease the user burden, the privacy settings should be derived automatically, for example by using a machine learning approach. Although most social networks like Facebook or Google+ only allow a binary decision on the privacy settings (e.g. to disclose or not), we think that a user decision on privacy is a decision that is not ultimately binary. A SN user does not only think "I do not at all want my drinking buddies to know that I am a ballet dancer as a hobby" or "I would really like my co-dancers to see the pictures of that ballet contest". There are also some groups of people, like university friends, where a user would say "It is OK if they see it. I do not want to completely cut them off from that information, but I also do not want to draw too much attention to it". In this case, the user would take some middle road, for example by sharing the post and the pictures with the university friends, but hiding them from their timelines.

Related work

Several publications in the past have offered questionnaires to capture privacy attitudes. Starting with Westin scales [START_REF] Kumaraguru | Privacy Indexes: A Survey of Westin's Studies[END_REF] as a very general form of questionnaire, newer questionnaires like the IUIPC [START_REF] Malhotra | Internet users' information privacy concerns (iuipc): The construct, the scale, and a causal model[END_REF] provide a very specific privacy attitude regarding privacy towards online companies. Wisniewski et al. [START_REF] Wisniewski | Give social network users the privacy they want[END_REF] created a privacy scale to observe how social connectedness corresponds with a user's privacy desires on a social network, which we also included in our questionnaire.

There are also other systems that use machine learning for the prediction of privacy settings, for example by labeling some of the friends with privacy permissions and using a supervised learning approach [START_REF] Shehab | User centric policy management in online social networks[END_REF][START_REF] Shehab | Semi-supervised policy recommendation for online social networks[END_REF][START_REF] Fang | Privacy wizards for social networking sites[END_REF]. Other approaches additionally take the post content into account, by using latent Dirichlet allocation (LDA) and maximum entropy to predict settings for a new post based on the privacy settings chosen in earlier posts [8]. Although the idea seems promising, research has shown that privacy behavior in online social networks does not correspond to actual privacy desires; this is known as the privacy paradox [START_REF] Barnes | A privacy paradox: Social networking in the united states[END_REF]. We therefore decided to capture the privacy attitude using a distinct privacy questionnaire rather than trying to extract it from the user's SN behavior. Furthermore, all approaches so far rely on a binary decision (disclose/undisclose) for a privacy setting, whereas our approach offers five distinct privacy levels.

Approach

In a final implementation of our approach, the post topic is extracted and shown on the left side in Figure 1, while the proposed privacy settings for a selection of friend groups are displayed on the right side. As stated in the introduction, the proposed privacy settings are not only disclose/undisclose, but five different privacy levels as follows: On level 1, everything is disclosed and shown on the wall. Level 2 means the content does not appear on the recipients' news wall, whereas level 3 completely hides comments and graphical content. Level 4 hides the entire post, and level 5 also hides it from the recipient's direct friends, so it cannot be propagated to him by word of mouth. What exactly is hidden, is denoted by the small pictograms next to each friend group.

For suggesting the permissions, we use a machine learning technique called ridge regression. As input features, we use the measures calculated from the answers to the aforementioned two questionnaires [START_REF] Malhotra | Internet users' information privacy concerns (iuipc): The construct, the scale, and a causal model[END_REF][START_REF] Wisniewski | Give social network users the privacy they want[END_REF] and the topic of the post, or only the questionnaire answers (called "generic" in Table 1). As an output, we receive for every friend group a privacy level between 1 and 5.

We performed three user studies to first find out which topics are most frequently discussed in people's social activities (online and offline) and which friend groups exist; second, to gather training data for the machine learning algorithm and to validate its precision; and third, to validate the approach in a scenario as realistic as possible, introducing the proposed settings of our machine learning prediction to Facebook users. All studies were performed using online questionnaires; participants were recruited using prolific academic, an online recruiting portal similar to Amazon Mechanical Turk.

For the first, we asked 15 participants to list their friend groups and most frequently discussed topics in their social life in a free-text form. We merged the answers using an axial coding approach [START_REF] Strauss | Basics of Qualitative Research : Techniques and Procedures for Developing Grounded Theory[END_REF]. The most frequent topics were (in descending order) family affairs, events, movies, politics, food, work, hobbies, travel, music and sports. The friend groups that were mentioned most frequently were extended and immediate family, work friends, close friends, acquaintances and school/university as well as online and sports friends.

In the second study ("main study"), we let 100 participants first answer the two aforementioned questionnaires, followed by a matrix where they had to enter a privacy level for each topic/friend group pair. We trained and validated the regression with a ten-fold cross validation. The mean squared error (MSE) between the prediction and the actual result can be found in Table 1.

For the third study, called the "validation study", we again let 31 persons fill out the two privacy questionnaires in the first part. But this time, we let them copy and paste ten of their own Facebook posts that match our list of topics, and enter the topic of the post into the questionnaire. The website then proposed a privacy setting, using the ridge regression trained with the data of the former study. The participants were asked to adapt the settings if needed, and answer on a five-point Likert scale whether they would use the system on Facebook. Again we calculated the mean squared error between the adapted and the proposed settings. 67% of the participants stated that they would likely or very likely use our system, supporting the design of our approach. The results in Table 1 show that the trends are similar for both studies: For almost all topics, we can achieve a mean squared error less than one. Hobbies, travel and family are predicted best, whereas sports and politics are hardest to predict; maybe 1. Amount of posts and mean squared error for the selected topics with machine learning in the main and the validation study.

because of the diverse nature of sports, where the exact sport affects whether it is likely to be shared or not. Posts about football are more common and socially accepted than posts about ballet, for example. Politics and work are also hard to predict by privacy attitude; this could be caused by the fact that here, the political interest or the job itself affects whether you want to share your thoughts, rather than a pure privacy attitude. A professor is more likely to share his work with a community than a cleaner would be.

Lessons learned and future work

We did background research to find friend groups and topics that are prsent in people's online and offline social life, and conducted two studies to find out whether it is possible to propose fine-grained privacy settings based on privacy attitude and the topic of the post. We tested and evaluated in two different scenarios: In the main study, users had no proposed setting, and had to enter their desired setting without support. In contrast to this, they had a proposed setting they had to adapt in the validation study. In both cases, we achieved an acceptable precision for most of the topics. Nevertheless, there are some topics like work and politics that seem not to depend on the privacy attitude, but rather on the actual occupation or political interest of the person.

Instead of a binary decision, our approach supports five privacy levels of disclosure, which offer to show only parts of the post to some friend groups, such as only the textual content without images or comments. For this study, we used an example implementation of the privacy levels. In future work, we would like to conduct further studies to determine which parts of the post users would hide depending on the post's sensitivity, and how an optimal implementation of the levels looks. Finally, we would like to offer a prototype of the proposed interface as a Facebook plugin, to be able to check whether the achieved prediction precision is sufficient for everyday use, and whether the tool is accepted by users.

Fig. 1 .

 1 Fig. 1. Envisioned user interface concept of a privacy setting prediction system.