This study examined performance and acceptance effects of lack of kinesthetic and tactile feedback from the keyboard in a typing task with two subject groups of differing skill level: touch typists and casual users. Subjects' objective performance (e.g., speed, accuracy, throughput) and subjective acceptance (questionnaire) was evaluated for both a conventional full travel keyboard and a prototype piezoelectric flat keyboard which lacked familiar kinesthetic and tactile feedback. Any performance decrement present with the flat keyboard was expected to diminish with practice for the touch typists due to msfer and adaptation of typing skills. Performance for both subject groups was significantly higher with the conventional keyboard and touch typists' performance was more adversely affected by the flat keyboard than casual users'. No performance improvement with practice was found for one subject group relative to the other or for one keyboard relative to the other. It was concluded the touch typists were unable to adapt to the unusual feedback conditions present with the piezo-electric flat keyboard.

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This article discusses transfer pathways to Science, Technology, Engineering, and Mathematics (STEM) degrees and highlights ways in which existing literature on equity in STEM fails to represent transfer student experiences, limiting opportunities to support transfer students and diversify STEM programs. More specifically, we synthesize findings across research studiesfocusing closely on recent studies of disparities in students' sense of belonging in computing-to make a case that existing research on equity in computing is not generalizable to students following upward transfer pathways to their computing degree. Implications for centering upward transfer students' experiences in future research and practice are discussed.