TechPaper - An Interactive Learning Information System Game

Filipe Portela

, Jos

e Correia

, Bruno Ferreira

, Tiago Ribeiro

, Carlos Pinheiro

, Vitor Costa

Filipe Lameiras

and Manuel Filipe Santos

Algoritmi Research Center, University of Minho, Guimar

aes, Portugal

University of Minho, Guimar

aes, Portugal

Keywords:

BYOD, TechPaper, Peddy-paper, Scavenger Hunt, Deep-learning, Pervasive, Mobile, QR-Codes, Gamiﬁca-

tion.

Abstract:

Nowadays, the presence of technologies in people’s daily life is constantly increasing and, consequently,

accessing information is easier. Keeping this in mind and allying it to the need to captivate students attention

to take advantage of activities and events, TechPaper game was created. The goal of this game is to stimulate

the interest of the participants by being captivating, disruptive, innovative, and because it consisted of a set

of fun challenges, very enriching (soft and hard skills) and practiced outdoors. The TechPaper was created

entirely from scratch by students in articulation with a professor of the information systems department, with

the purpose of including the game in the event (TSI.2.MARKET) and integrate all the participants of the event

assigning them a role. This game consists of several challenges designed to test the knowledge of participants

and compel them to work in teams with people of different ages, genres and proﬁles. A proof of concept of

this game was deployed, and the results are motivating. Considering all the opinions, we can conclude that the

implementation of this game was a success at all levels and that it has the capability to be implemented and

played in other realities, events, scenarios or institutions.

1 INTRODUCTION

Nowadays new technologies are emerging as a disrup-

tive way of learning. Smartphones are now part of the

learning environment. Students are using their mo-

biles to consult information, analyze data and other

tasks. Having this in mind, we can conclude that mo-

bile devices have the potential to become a powerful

tool in learning. In this sense, TechPaper arose.

TechPaper represents a new way to test the Infor-

mation System and Technologies bits of knowledge.

A new intuitive, interactive and fun way of learn-

ing. The students face challenges associated with

topics addressed in classrooms. The ﬁrst edition of

TechPaper was played in TSI.2.MARKET, an event

hosted by Information System students at University

of Minho. TSI.2.MARKET was used as proof of con-

cept (UMINHO, 2018b).

It uses a person-centered approach, promotes in-

teraction between individuals and groups of individu-

als and incentive the sports practices and continuous

learning.

This paper is structured in seven sections. The

ﬁrst section introduces the idea. The second section

presents the related concepts. In the third section the

game concept, architecture and requirements are pre-

sented. Section four presents the case study with par-

ticular focus to the game in action. Then a brief dis-

cussion about the results and a presentation of opin-

ions are present in section ﬁve. The last two sections

(six and seven) present some conclusions about the

game and future work.

2 BACKGROUND

2.1 Bring Your Own Device

BYOD and their features can be considered as a way

of applying the Human-Computer Interaction (HCI)

concept (Ballagas et al., 2004). The human can bring

their computer to an environment and use it to per-

form activity tasks. BYOD can run in a pervasive en-

vironment where everything is available on the inter-

net (Najar et al., 2014). The user can use their mo-

bile device to access to any data and perform several

tasks using the environment and application capabil-

ities to interact with the human. BYOD addresses

276

Portela, F., Correira, J., Ferreira, B., Ribeiro, T., Pinheiro, C., Costa, V., Lameiras, F. and Filipe Santos, M.

TechPaper - An Interactive Learning Information System Game.

DOI: 10.5220/0006820502760284

In Proceedings of the 4th International Conference on Information and Communication Technologies for Ageing Well and e-Health (ICT4AWE 2018), pages 276-284

ISBN: 978-989-758-299-8

several concepts as HCI, ubiquity, security, pervasive-

ness, real-time processing, mobile, situated devices,

networks and many others topics in this area. The

use of BYOD in education is increasing (Raths, 2012)

however the security is a big issue (Miller et al., 2012;

Nwebonyi and Ani, 2015).

2.2 Scavenger Hunt based Game -

Peddy-paper

is a variant of the traditional Scavenger

Hunts, that got introduced to the Portuguese language

from French, adapted from the term “rally paper”, a

competition made for motor vehicles (Spikol and Mil-

rad, 2008; Sprogis, 2005). Peddy-paper was created

for the pedestrian variant, and can be described as

a playful competition based on orientation, designed

for teams to follow certain paths which have associ-

ated questions or tasks, located in intermediate points

in the route. For teams to complete the journey, or the

peddy-paper, they must complete tasks to proceed to

the next “checkpoint”, and so on (dos Santos Pereira

et al., 2011).

The questions, or tasks, are typically connected to

knowledge acquisition, about a certain subject deter-

mined by the creators of the event. The typical way

to prepare the questions/tasks is making a road book

that teams must follow and read together to decode

the puzzles. There is, usually, an activities program

with the schedule previously available, and the rules

of the event.

In Portugal, events like this are prepared in a lot

of schools, so the majority of students have already

participated in at least one. Thus, we felt the need to

take this activity and innovate it with some technol-

ogy, trying to optimize it for both ends - hosts and

participants.

There are several advantages in providing a chal-

lenge like this to people, which are:

• Promote collaborative learning, team spirit and

teamwork among colleagues or even total

strangers (Moura and Carvalho, 2009);

• Outdoor activity, ideally in a forest or mountain

area, due to the appealing environment for teams

to hike and ﬁnd the hidden puzzles;

• Playful way to acquire knowledge, that may be

used in educative environments, but having fun is

the central goal (dos Santos Pereira et al., 2011);

• Relatively easy to prepare activity, which only de-

mands a few collaborators

Linguistic Note: Peddy-paper is a word created using

elements of the english language, although it’s only under-

standable in Portugal.

• The duration usually varies between 4 or 6 hours,

which can be adapted based on the creator’s inten-

tion

2.3 QR-Codes

During the design, the TechPaper developing team

was aware of the concern to innovate, in a way that

would let the students interested in participating in

this game and encouraging their colleagues to partici-

pate. However, at the same time the game would have

to be intuitive and easy to perceive and play.

That said, instead of using the road book that

we ﬁnd in traditional peddy-papers, we use the QR-

Codes (Ashford, 2010). We decided to use them be-

cause, in addition to giving a more technological, in-

novative and attractive vibe to the game, they are easy

to implement. QR-Codes have some advantages that

we consider important, such as (Walsh, 2010):

• Easy to generate the QR-Code (generated in a

matter of seconds)

• Small dimensions, ideal to place them hidden in

one ”checkpoint”

• Easy to access website pages using a smartphone

Thus, teams only need a smartphone, capable of

reading QR-Code natively, or installing an application

that allows it, to access the game questionnaires. In

addition, they integrate perfectly into a challenge like

this, since the traditional elements of a Peddy-Paper,

such as interaction with the environment and teams

walking together, were not lost. Figure 1 shows one

of the QR-Codes used in TechPaper.

Figure 1: Example of QR-Code.

2.4 Related Work

There are a lot of literature debating about all the ap-

plications that emergent technologies can bring. For

Connolly and Stansﬁeld (2007), interactive technolo-

gies can play a relevant role, engaging the learner

and providing a different and rich learning experi-

ence. Same authors believe interactive technologies,

such as visualizations and simulation games have the

potential to increase the development of information

systems knowledge and skills. Gomes et al. (2014)

agree with this perspective and refers that game based

educational activities supported by mobile computing

TechPaper - An Interactive Learning Information System Game

277

devices can act as a trigger to added success and ef-

fective learning outcomes.

Gomes et al. (2014) merged mobile computing

devices and augmented reality to develop a Musical

Peddy-paper, which had the goal of engage students

in collaborative learning towards the Aesthetical Pe-

riods of Music History. In their work, the authors pro-

pose students to use their own smartphone/tablet, and

their skills to ﬁnd the correct answers, through a col-

laborative work to ﬁnd the stations and the answers to

the clues. The Musical Peddy-paper was developed

mixing Geo-location, QR-codes and Augmented Re-

ality concepts. This work had interesting results, re-

vealing high levels of enthusiasm in the students to

do all the activities, achieving good time results and

accurate answers.

Holzinger et al. (2011) report on the design and

development of a mobile application to support ar-

chaeological education and to raise awareness for cul-

tural heritage by making use of the powerful notion of

play - archaeological scavenger hunt. This application

reads information from QR-Codes, which are placed

at points of interest. The players start at one point of

interest and get hints on how to ﬁnd the others.

Internet Scavenger Hunt, from Monahan (2002),

is another example of application. This is an ed-

ucational game for children that teaches about ani-

mals and how exactly computers and internet work,

through an investigative virtual scavenger hunt. In

this game, the users can comment about facts they’ve

discovered and share their knowledge with team-

mates, promoting information exchange.

Finally, Gunn (2008), talks about the common

practice of doing Scavenger Hunts across the Univer-

sity, with freshmen students. This game promote a

connection between freshmen students and the Uni-

versity. Students can see the University with differ-

ent eyes, learning about their culture and all the new

things in a fun way. At the end, they feel that they are

truly part of the University.

Were presented various examples from different

areas, which proves that interactive technologies can

be a powerful tool to achieve great learning outcomes

in different areas or scenarios. However, Connolly

and Stansﬁeld (2007) alert that game based e-learning

will not be for all learners, and that there may be is-

sues surrounding development costs. Nevertheless,

same authors refer that there are successful case stud-

ies in the ﬁeld and they believe that further work

should be done on various aspects of games-based e-

learning to understand their potential and limitations.

3 TECHPAPER - A GAME IN

MOVEMENT

In this section the TechPaper concept is presented.

3.1 How Did it Born?

Although this work has practical results, all the work

followed a research methodology and was developed

by the students in articulation with a professor of In-

formation System Department. This work followed

the Design Science Research Methodology (DSR).

DSR is composed of six tasks where the primary goal

is developing an artifact able to answer a problem.

Applying DSR to this work, a problem was identi-

ﬁed in the ﬁrst instance. The students are consuming

more time than the expected using the smartphones.

Block and prohibiting the use of a smartphone, in a

technological era, is not the solution.

In this sense, a question emerged: How to use the

mobile phones to motivate Information System stu-

dents?

Then an idea occurred: develop a game where the

students can use the smartphone capabilities to test

their knowledge in this area. Then the idea won a

shape. The artifact should explore the BYOD con-

cept, involve the use of mobile technologies (smart-

phones) and combine it with the practice of physical

exercise in beautiful places. In addition, each space

should have a challenge by using QR-Code technol-

ogy. TechPaper arose after allying these ideas.

3.2 Architecture

The architecture developed to make the TechPaper

work as efﬁciently and effectively as possible, with-

out any kinds of problems, by minimizing risks and

preventing potential problems, is very simple to ex-

plain and implement, but it must be planned in detail.

It was possible to develop an idea capable of sup-

porting any fault that could lead to its failure, such as

attempts to falsify the results (solving the challenge

on behalf of other teams, trying to do more than one

submission, and many others), infrastructure failures,

early access to the forms, and more.

The architecture’s diagram in Figure 2 allows to

demonstrate how the TechPaper works. Firstly, it’s

necessary to have participants who are willing to chal-

lenge their knowledge, then they are assigned a map

and a set of clues from the places where the vari-

ous challenges are located. From this moment forth,

the participants have the necessary material in their

hands, including a mobile device, to start searching

for the QR-Codes which will allow them to uncover

HSP 2018 - Special Session on Healthy and Secure People

278

Figure 2: Architecture of TechPaper.

the existing challenges. When the participants enable

the challenges and answer them, a set of data will be

created and stored to be analyzed at a later date from

the team responsible for the TechPaper.

In the case study, the participants were students

who belonged to the Information Systems Master De-

gree, and the map contained various locations around

the University of Minho Campus, where the QR-

Codes were placed, and each QR-Code was relative

to a particular school year of the masters degree. Af-

ter the participants ﬁnished answering the forms, allo-

cated in the platform JotForm

, the data for each team

was stored in that same platform to be analyzed.

3.2.1 Forms

For the development of the forms, which the teams

must respond, it can be used any software that lets you

create online forms, make them available and limit the

execution time. In that software (the one used in the

TSI.2.Market TechPaper was the JotForm), for each

challenge, two forms were developed. The ﬁrst form

consists in the identiﬁcation of the team that wants to

access the challenge (it must match with the name that

the organization assigned to the team) and the second

form, a set of multiple choice questions, two of them

with an equivalent score and the question theoretically

more demanding / difﬁcult with a higher score.

The questios should address speciﬁc topics which

are or should be known by participants to assess their

skills, experiences and knowledge on these subjects,

in a more interactive and appealing way, with a time

limit depending on the complexity of the questions.

As for the TechPaper released at the TSI.2.Market,

each challenge corresponded to a different year of the

MiEGSI

course, with three questions related to dif-

ferent courses of that year, with a limit of 1 minute

per challenge.

https://eu.jotform.com

http://miegsi.dsi.uminho.pt/

3.2.2 Places

Regarding the places where the QR-Codes should be

placed for each challenge, these can be distributed ac-

cording to three options:

• Clues - The QR-Codes are placed at strategic

points, and the participants are given a set of clues

which should help them ﬁnd the QR-Code.

Here we can see an example of the clues used in

the game (the answer is trees near the library of

campus):

”We grow up big, we grow up tall

We usually lose our clothes in the fall

Books seem to know a thing or two about our

kind,

If you go near their home, information you will

ﬁnd”;

• Map and / or Logical Route - A small map is

handed to each team, with the indications of the

places where the challenges. These places are not

ordered correctly, but follow a logical sequence

when given some thought;

• Hybrid - Delivery of a small map with indica-

tions of possible places where the QR-Codes may

be hidden and more speciﬁc clues that may help

in this process. In the case of TechPaper within

the TSI. 2.Market, we used the third strategy, by

giving to the participants a small map with sev-

eral locations in University of Minho - Campus

of Azur

em. In addition, the QR-Codes were dis-

tributed according to the students’ daily route (as

we can see in Figure 3), i.e.:

– First - Entrance of the University of Minho;

– Second - School of Engineering;

– Third - Canteen;

– Fourth - Library;

– Fifth - University Residences.

3.2.3 Prevent Fraud Attempts

To make sure the game wasn’t rigged by any team

member, it was necessary to formulate some steps to

make sure the end results were reliable.

• Making sure only the team members have access

to the questions: A name was assigned to each

team which they needed to access to the questions

relative to each challenge, ex: “TechPaper01”. If

the inserted name was not present on the event

team names list, it would not be possible for them

to visualize the questions.

TechPaper - An Interactive Learning Information System Game

279

Figure 3: Map used in TechPaper.

• Making sure each team answers the questions in

the 60 seconds allowed: One problem identiﬁed

was the possibility that team members could re-

fresh the questions web page having another 60

seconds to ﬁnish the challenge. Since it was

not possible to stop users from refreshing the

web page, the solution we found to this prob-

lem was analyzing the answers, where we could

compare the submission time from the team form

and the challenge form. In an ideal scenario,

the difference between submissions would be 60

seconds maximum, but there were some aspects

that needed to be considered, like the connection

speed, so we decided to give a tolerance of 5 sec-

onds to be added to the 60 seconds, that is, if

the time between form submissions was superior

to 65 seconds, then the answer to that challenge

would be dismissed, otherwise it would be ac-

cepted.

• Identifying multiple answers: Seeing that we

could identify the IP (Internet Protocol) address

from the devices that were submitting the forms,

it was possible for us to check if the same team

was answering multiple times to the same chal-

lenge. If this happened, the ﬁrst answer submitted

was accepted while the remaining others were ig-

nored.

3.3 Requirements

To ”install” the game a few requirements are needed:

• Web:

– Web Server

– Mobile App

• Smartphone with internet access

• External Environment with QR-Codes

A set of sensors can be considered to improve the

game:

• Accelerometer

• Light

• Proximity

• Pressure (when available)

• Timer

These sensors can be used to determine positions and

proximity in order to increase the game’s intereaction.

3.4 The Game

The main goal in developing this game was to en-

courage the students’ participation, in an environment

where their Hard skills acquired over the MIEGSI de-

gree and Soft skills could be tested. The game was

divided in two parts: the ﬁrst part was a set of forms,

and the second part was the Challenge@TSI. Next,

we are going to clarify each one of these phases.

3.4.1 Rules

A set of rules was required to guarantee the good

functioning of the game in it’s various phases. Next,

are explained the implemented rules.

• Teams between 3 or 5 members, and two of them

had to be from different school years;

• Exchanging ideas between different teams or peo-

ple who didn’t participate in the game was strictly

forbidden;

• While participating in the challenges was not

obligatory, the Challenge@TSI was;

• To enable the participation in the Challenge@TSI,

each team needed to have 5 different cards, which

they could request after interacting with the orga-

nizations participating in the event Networking;

• Each team only had 60 seconds to answer each

form;

• Only the ﬁrst answer from the team was accepted

for each form;

• If a team was caught doing the form pretending to

be another team, it would be immediately declas-

siﬁed;

• Each team had 7 minutes to present their solution

to the jury in the Challenge@TSI.

HSP 2018 - Special Session on Healthy and Secure People

280

3.4.2 Challenges

The challenges goals were to promote teamwork,

challenge the knowledge students acquired over the

years in MIEGSI, and to promote the interaction be-

tween students from different school years. About the

challenge itself, ﬁve forms were spread around the

Campus and could only be activated by QR-Code -

Figure 4. Each form had three questions related to

lectured courses in MIEGSI: one form was related to

the ﬁrst year, another to the second year and so on.

Two of the questions were low/medium difﬁculty and

one of them had a high difﬁculty cap. Each team had

60 seconds to answer the forms, and each one was

worth 8 points.

Figure 4: Forms example.

3.4.3 Challenge@TSI

The Challenge@TSI was the game’s last phase, hav-

ing a bigger impact than the other challenges. The

students were confronted with a real-world problem

and they were asked to present a viable solution to the

problem, using the acquired knowledge in MIEGSI.

The real-world problem was the integration of the var-

ious public schools in one unique system, allowing to

facilitate the information gathering and analysis for

the Ministry of Education.

Each solution was presented to a jury, which con-

sisted of teachers from the TSI Department, who

would give their opinion and ask questions to the

teams after the end of the presentation. This last chal-

lenge encouraged the students to apply their knowl-

edge in a real-world problem and a set of soft skills,

like teamwork and the presentation of elaborated

ideas, which allowed to enrich the students who par-

ticipated in the Challenge@TSI.

3.4.4 Points

In order to make the game more interactive and com-

petitive, the points must be set in a way that whoever

gets all the points in the challenges does not win the

game automatically, nor whoever wins only the chal-

lenge@TSI itself. To do this, the points were deﬁned

as shown in Table 1.

Table 1: Points distribution.

Name Description Points

Team*

One element of the ﬁrst year of MiEGSI 5

One element of the second year of MiEGSI 4

One element of the third year of MiEGSI 3

One element of the fourth year of MiEGSI 2

One element of the ﬁfth year of MiEGSI 1

Challenges

Two multiple choice questions. This questions are

simple and they address to courses of the respective year

which the challenge is inserted on.

One multiple choice question. This question is

very complex and addresses to a course of

the respective year which the challenge is inserted on.

Challenge@TSI

Team classiﬁed on the ﬁrst place 30

Team classiﬁed on the second place 20

Team classiﬁed on the third place 10

* Valid only for an element of X year, that is, if

there is more than one element of X year, this rule

only applies to one of these elements.

In short, the maximum points that a team could

get was 85 points, and the team with the highest score

wins the game.

4 A REAL CASE STUDY

This game was implemented and integrated in an

event organized by AIS.SC UMINHO - Student

Group of Information Systems (Association for Infor-

mation Systems Student Chapter UMINHO), which

was the ﬁrst and currently the only Student Chapter

of Association for Information Systems in Portugal,

as they tell us in the history

section of their website

(UMINHO, 2018a).

4.1 Game Context

The event in which TechPaper was integrated is called

TSI.2.MARKET. This is an annual event, that aims to

bring students closer to the market, promoting work-

shops, challenges, thematic sessions and networking

https://aissc.dsi.uminho.pt/a-nossa-historia/

TechPaper - An Interactive Learning Information System Game

281

with companies related to Information Systems and

Technology (UMINHO, 2018a).

Since the creation of the event (about eight years

ago), the goal was the same: give students the oppor-

tunity to create contact points with real world job mar-

ket, understanding the needs, establishing contacts,

understand their strengths and weaknesses and also

be capable of leaving the comfort zone, to highlight

themselves and face the challenges. This event al-

lows students to understand the market’s needs, the

opportunities available to be taken, consequently real-

izing which opportunities would they like to embrace,

and which hard skills and soft skills the companies

are looking for, allowing them stand out (UMINHO,

2018a,b).

Based on this goal, since the day one, AIS.SC

UMINHO try to innovate the event, in order to cap-

ture the attention of students, making them feel inter-

ested in the event and making them want to partici-

pate as much as they can. Thus, on the eighth edi-

tion of TSI.2.MARKET (2017), the team in charge in

organizing the event created a plenty of challenges,

surprises, exciting, challenges, and invited highly re-

garded speakers to present the sessions to the stu-

dents. However, the core of the event remained

the thematic sessions about Information Systems and

Technologies (IST) and workshops aiming to increase

the portfolio skills of the participants (UMINHO,

2018b).

The main target audience of the event are the stu-

dents from all the years of the IST years (UMINHO,

2018b).

4.2 TechPaper in Action

Having innovation as focus, the TechPaper arose in

this edition. A fully-thought-out game from scratch

released on eighth edition of TSI.2.MARKET, with

the main purpose of being extremely challenging and

aggregator of all student proﬁles to invigorate the

event.

This game was designed and developed to ﬁt per-

fectly in TSI.2.MARKET in a way that was capa-

ble of being a captivating, innovative, and aggregator

challenge to different proﬁles of students, beneﬁting

those who theoretically would have more difﬁculties

because they still attend the ﬁrst years of their courses.

The architecture and implementation strategy (rules,

points, challenges, ...) were planned in such a way

that all participants of the event had a role in the game.

The students that participated, were a part of multi-

disciplinary team composed by students with differ-

ent proﬁles (both genders, different years and courses

and with different soft and hard skills). This teams did

open-air challenges, talking to people until they guess

the clues for the next challenge, responding to IST

challenges, talking to various companies, and solv-

ing a real world problem (challenge@TSI) present-

ing and defending their solution to a jury. The com-

panies that were present in the networking space of

TSI.2.MARKET also had an important role, since the

ﬁnal challenge was only available if the teams manage

to address at least ﬁve companies, so the organizations

would give them a card recognizing their effort.

5 DISCUSSION

The feedback about this game was fantastic from all

involved parties. The students loved the challenge

and demonstrated their enthusiasm and excitement to

solve the clues (thinking in team and talking to peo-

ple about that), and ﬁnding QR-Codes (that allowed

access to the next challenges). They were also very

thankful, because the challenge, in a way, provided

them with a goal and an extra motivation, to address

the organization directly and get to know them bet-

ter, their projects, main areas of activity, job opportu-

nities/internship available, work environment, among

other things. The teams that participated in the chal-

lenge also commented the challenge allowed them to

improve their soft skills (talking to people, working

as a team, not giving up, doing a presentation, being

under pressure ...) and their hard skills (information

obtained or remembered).

The game, in their opinions, made them feel en-

couraged to improve themselves. The feedback from

the companies, was also very good, since they were

able to talk to several interested students and they

liked to felt well-received and included in the chal-

lenges and sessions being an integral part of them. Fi-

nally, the professors praised the fact that the AIS.SC

UMINHO had the courage to innovate both the event

and, in particular, this challenge, because in the orga-

nization of this kind of things, greater the complexity,

greater the associated risks.

Summarizing, as this Case Study demonstrates,

TechPaper has proven to be successful and can be

applied in a wide variety of contexts and areas, pre-

senting itself as an ideal way to integrate leisure, fun,

curiosity, networking and resolution of various chal-

lenges that improve soft and hard skills.

6 CONCLUSIONS

Nowadays, people use their Smartphones very in-

tensely, spending a big part of the day in front of

HSP 2018 - Special Session on Healthy and Secure People

282

their phones. Even though there is a negative view

around this phenomenon, truth is it will be around for

a long time, so people should start thinking in ways

to integrate it in their activities. This was one of the

line of thoughts we made TechPaper come to life and

allowed the event to be a success. Another strong

point of the game is how easy it can be shifted to an-

other environment, like another area of business. This

makes TechPaper an interesting concept to whoever

wants to create an interesting game, capable of inte-

grating different people in a surrounding which will

challenge and encourage them to reinforce the team

spirit and promote a healthy environment, outdoors,

and test their Hard and Soft skills.

The developed game was well-received between

the students of the IST universe, it showed a moti-

vating and interesting way of evaluating the students’

knowledge and appealing to the team work, helping

them reaching the objectives deﬁned initially , that

is, the game encourages aid, helps building links and

sharing knowledge among people, teaching them to

work together as a team to achieve a common goal,

promotes the development of creative, innovative and

collaborative skills through problem solving and, ﬁ-

nally, it fosters a space for learning and developing

professional skills by bringing together different peo-

ple with different statuses. The feedback received by

the participants was very positive making sense the

development and distribution of the game.

About BYOD, it was a very present policy during

the development of the idea, helping us in some deci-

sions that led to the success of the project. In addition,

it has been increasing its popularity in the academic

context, being increasingly used in education, despite

its security problems.

7 FUTURE WORK

As future work, it makes sense to develop our own

application (both back-end and front-end), which in-

cludes all the parameters necessary for the organizers

to develop the forms, deﬁne the timeouts (time that

participants have to respond to the questions of each

form), the quotations of each question and the auto-

matically calculation of the total point for each ques-

tionnaire. In addition, it will be important that the

application allows organizers to adequate forms to a

wide variety of areas, perform effective security con-

trol, access control, monitor any type of fraud and al-

low sharing and storage of the results in real time so

that participants can see their quotations and organiz-

ers can see whose playing, the points of each team,

and more.

Lastly, it will also be relevant to make the game

available on Google Play and to deﬁne a strategy for

the dissemination of the game and the application to

other institutions, courses, scenarios and areas. So,

this game will be available in he next editions of

TSI.2.Market and on the summer on Campus

ACKNOWLEDGEMENTS

This work has been supported by COMPETE: POCI-

01-0145-FEDER-007043 and FCT Fundac¸

ao para

a Ci

encia e Tecnologia within the Project Scope:

UID/CEC/00319/2013.

REFERENCES

Ashford, R. (2010). Qr codes and academic libraries reach-

ing mobile users. College & Research Libraries News,

71(10):526–530.

Ballagas, R., Rohs, M., Sheridan, J. G., and Borchers, J.

(2004). Byod: Bring your own device. In Proceedings

of the Workshop on Ubiquitous Display Environments,

Ubicomp, volume 2004.

Connolly, T. and Stansﬁeld, M. (2007). From e-learning to

games-based e-learning: Using interactive technolo-

gies in teaching an is course. International Jour-

nal of Information Technology and Management, 6(2-

4):188–208.

dos Santos Pereira, M. M. M. et al. (2011). A aprendiza-

gem signiﬁcativa no ensino da hist

oria: o peddy paper

como recurso did

actico. Master’s thesis, Universidade

do Porto Faculdade de Letras.

Gomes, J., Figueiredo, M., Da Grac¸a Cruz

Domingues Amante, L., and Gomes, C. (2014).

Musical peddy-paper: A collaborative learning activ-

ity suported by augmented reality. 11th International

Conference on Cognition and Exploratory Learning

in Digital Age, CELDA 2014, pages 221–224.

Gunn, C. (2008). The value of scavenger hunts in the life of

a freshman. ASEE Annual Conference and Exposition,

Conference Proceedings.

Holzinger, K., Lehner, M., Fassold, M., and Holzinger, A.

(2011). Archaeological scavenger hunt on mobile de-

vices: From e-education to e-business - a triple adap-

tive mobile application for supporting experts, tourists

and children. ICE-B 2011 - Proceedings of the Inter-

national Conference on e-Business, pages 131–136.

Miller, K. W., Voas, J., and Hurlburt, G. F. (2012). Byod:

Security and privacy considerations. It Professional,

14(5):53–55.

Summer on Campus is an event where High School stu-

dents come to University of Minho to know the different

degrees and areas of investigation of this institution. This is

a good opportunity to let people know this game and have a

feedback from younger ages.

TechPaper - An Interactive Learning Information System Game

283

Monahan, K. (2002). Gaming as an educational tool: Inter-

net scavenger hunt. ACM SIGGRAPH 2002 Confer-

ence Abstracts and Applications, SIGGRAPH 2002,

page 113.

Moura, A. and Carvalho, A. A. A. (2009). Peddy-paper

liter

ario mediado por telem

ovel.

Najar, S., Pinheiro, M. K., Le Grand, B., and Souveyet, C.

(2014). A user-centric vision of service-oriented per-

vasive information systems. In Research Challenges

in Information Science (RCIS), 2014 IEEE Eighth In-

ternational Conference on, pages 1–12. IEEE.

Nwebonyi, F. N. and Ani, U. P. D. (2015). Byod network:

enhancing security through trust–aided access control

mechanisms. International Journal of Cyber-Security

and Digital Forensics, 4(1):272–290.

Raths, D. (2012). Are you ready for byod: Advice from the

trenches on how to prepare your wireless network for

the bring-your-own-device movement. THE Journal

(Technological Horizons in Education), 39(4):28.

Spikol, D. and Milrad, M. (2008). Combining physical ac-

tivities and mobile games to promote novel learning

practices. In Wireless, Mobile, and Ubiquitous Tech-

nology in Education, 2008. WMUTE 2008. Fifth IEEE

International Conference on, pages 31–38. IEEE.

Sprogis, P. (2005). Treasure hunt game utilizing wire-

less communications devices and location positioning

technology. US Patent 6,932,698.

UMINHO, A. (2018a). AIS.SC UMINHO - AIS.SC.

https://aissc.dsi.uminho.pt. Accessed: 2018-01-05.

UMINHO, A. (2018b). TSI.2.MARKET 2017.

http://tsi2market.dsi.uminho.pt. Accessed: 2018-01-

05.

Walsh, A. (2010). Qr codes–using mobile phones to de-

liver library instruction and help at the point of need.

Journal of information literacy, 4(1):55–65.

HSP 2018 - Special Session on Healthy and Secure People

284