Aid people with the understanding of RFID technologies through augmented learning (by combining tangible elements in a digital concept), under the reasoning that with the knowledge of how the technology works people will be able to protect themselves better from fraudulent behavior. Even though efforts are being made to teach people how to be less exposed, these often focus on the online aspects of technology, leaving the “offline technologies” untouched.
RFID Coach is based on the structure of a RFID tag. The first four parts were grouped in this project as they are set by the distributor of the tags and thus not relevant in this instance. These parts are represented with tokens, in this case cards that are used so the user can “program” a RFID tag.
How it works
The cards are bound with a set code and are used to dynamically bind the tag with different information. There are two stations a “programming station” and a “reader station” one on which the token that represents the RFID is “programmed” and another which reads its code. The RFID token represents the transfer of information between the stations.
There were a series of tasks designed in which the user has to figure out the correct structure combination so they can succeed.
The code used for the prototype is based in a while-loop reading values from different RFID-readers.
We were a team of 5 people. There were two parts to this project, the tangible and the digital. I was involved in the tangible part. I created the cards with RFID tags embedded and the graphical design for each of the cards. The stations were designed by another team member who I worked closely together as his work involved tangible design.
For the digital part, code was created by the other 3 people. I built the physical circuit and soldered it so the programmers could upload the code and checked that the RFID tags worked properly.
The structure for the user tests were two groups where the traditional method of teaching (lecture+slides) was used versus the RFID Coach represented the augmented learning method. In the traditional method the users had a presentation teaching the basic concepts of a RFID, how it works, and the parts it was composed of. The other group had to solve predefined tasks without intervention, they were required to complete at least two tasks. After both groups completed their activities, they answered the same questionnaire composed of 6 questions to determine what they learnt about RFIDs. The traditional group presented an average score of 2.5 (with a variation of 1.61) while the augmented group presented an average score of 4.11 with a variation of 1.86.