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Interactive tables provide multi-touch capabilities that can enable children to collaborate face-to-face simultaneously. In this paper we extend existing understanding of children's use of interactive tabletops by examining their use by school children in a school in Delhi, India. In the study, we explore how the school children exhibit particular types of collaboration strategies and touch input techniques when dealing with digital objects. In particular, we highlight a number of behaviours of interest, such as how the children would move the same digital object on the table together. We also discuss how the children work in close proximity to each other and dynamically organize their spatial positions in order to work together, as well as establish territory and control. We go on to examine some of the finger-based interaction and manipulation strategies that arise in these contexts. Finally, the paper considers the implications of such behaviours for the deployment of tabletop applications in these particular educational contexts.

Error Related Negativity is triggered when a user either makes a mistake or the application behaves differently from their expectation. It can also appear while observing another user making a mistake. This paper investigates ERN in collaborative settings where observing another user (the executer) perform a task is typical and then explores its applicability to HCI. We first show that ERN can be detected on signals captured by commodity EEG headsets like an Emotiv headset when observing another person perform a typical multiple-choice reaction time task. We then investigate the anticipation effects by detecting ERN in the time interval when an executer is reaching towards an answer. We show that we can detect this signal with both a clinical EEG device and with an Emotiv headset. Our results show that online single trial detection is possible using both headsets during tasks that are typical of collaborative interactive applications. However there is a trade-off between the detection speed and the quality/prices of the headsets. Based on the results, we discuss and present several HCI scenarios for use of ERN in observing tasks and collaborative settings.

Abstract. We present a study of how children demonstrate physicality during collaboration around interactive tables at school. Our results show that children tend to dynamically position themselves around the tabletop area to effect particular social outcomes. These movements around the tabletop allow them to enact coordination strategies in their social interactions with each other to manage their learning and task-based activities. Our analysis indicates the importance of understanding physical strategies and behaviours when designing and deploying interactive tables in classrooms. We discuss how the design of tabletops in school can embrace the extensibility of this technology, providing access for children to shape their own collaboration strategies during learning.

We present a study of children collaborating around interactive tabletops in three different countries: the United Kingdom, India and Finland. Our data highlights the key distinctive physical strategies used by children when performing collaborative tasks during this study. Children in the UK tend to prefer static positioning with minimal physical contact and simultaneous object movement. Children in India employed dynamic positioning with frequent physical contact and simultaneous object movement. Children in Finland used a mixture of dynamic and static positioning with minimal physical contact and object movement. Our findings indicate the importance of understanding collaboration strategies and behaviours when designing and deploying interactive tabletops in heterogeneous educational environments. We conclude with a discussion on how designers of tabletops for schools can provide opportunities for children in different countries to define and shape their own collaboration strategies for small group learning that take into account their different classroom practices.