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within a couple of kilometres distance of each
other, and the pupils were expected to travel from
one control point to another with bikes (although
some used mopeds against instructions).
The Amazing NFC lesson was planned and
designed in close cooperation with teachers, ser-
vice and technology providers, and researchers.
Special emphasis was put into integrating the
concept into the normal practices of the schools,
as the goal was to create a concept that could be
adopted as a learning instrument to be used also
after the research trial. This required the close
involvement of teachers and school administration
in planning and implementing the applications,
and organizing and supervising the trials. During
the trial, the researchers were only involved in
the data collection activities; teachers took full
responsibility for organizing and supervising the
actual Amazing NFC lessons.
User experience data was collected in three
phases: before use, during use, and after use. Be-
fore use, our researchers observed how the pupils
learned to use the evaluated technology, and what
kind of spontaneous reactions and discussion took
place at the introduction of the concept. A mobile
questionnaire, comprising of short multiple-choice
questions, was used to capture information about
the expectations and attitudes towards the tech-
nology-supported learning experience just before
the Amazing NFC lesson. Unfortunately, there
were some technical problems with the mobile
questionnaire during the very first trial lessons.
Additionally, some teachers forgot to provide the
NFC tag used for accessing the mobile question-
naire for their pupils. Therefore, not all pupils
were able to report their experiences through
the mobile questionnaire (we received 133 valid
responses from 228 participants).
User experiences during the Amazing NFC
lesson were collected through video recordings,
and the automatic creation of log data about how
the pairs of pupils progressed. Video recordings
were made by placing video cameras at fixed spots
where the camera recorded the pupils visiting that
specific location on the track, and by providing
two pupil pairs (i.e. altogether four pupils) video
cameras that they could use to record their experi-
ences during the lesson.
After use, the pupils filled out a multiple-
choice mobile questionnaire collecting data
about the user experience immediately after
the lesson. The data received from both mobile
questionnaires was used to survey how pupils'
expectations and attitudes changed during the
trial; whether their expectations were met and
attitudes altered. The pupils were also requested
to fill out a web questionnaire within two weeks
after the trial. Pupils mainly answered the web
questionnaire at school, as their teachers took the
initiative to offer pupils time and facilities to fill
in the questionnaire in the midst of the school
work. A web questionnaire aimed for evaluating
in more detail the pupils' experiences about the
lesson, and pupils was also asked for generat-
ing ideas for improving the mobile learning
concept. In addition, we arranged a workshop
with twelve pupils exploring their experiences
with the Amazing NFC. The workshop included
participatory features, i.e. the pupils participated
in designing how to iterate the concept for future
use. The data collection methods and numbers
of users for each method are listed in Table 3.
Table 3. Summary of data collection methods and
number of valid cases for each method
Data collection method
Number of valid
cases
Mobile questionnaire before use
133
Observation of learning before use
30
Video on selected control points
50
Video shot by pupils during the lesson
4
Log data about lesson
228
Mobile questionnaire after use
133
Web questionnaire after use
81
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