Multiple mice for retention tasks in disadvantaged schools

Pawar, Udai Singh; Pal, Joyojeet; Gupta, Rahul; Toyama, Kentaro

doi:10.1145/1240624.1240864

Cited by 65 publications

(59 citation statements)

References 25 publications

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“…One study found that children easily understood the use of many mice at once and preferred to have their own mouse . A later study found improved word retention after playing an English vocabulary learning game with multiple mice rather than one mouse (Pawar, Pal, Gupta & Toyama, 2007).…”

Section: Related Workmentioning

confidence: 94%

“…Each question consists of an image and four buttons labeled with English words. The images and vocabulary list were borrowed from a previous study with the same population and were a good balance of familiar and new words for the target users (Pawar, Pal, Gupta & Toyama, 2007). Two questions appear simultaneously, one for each side of the screen, and the players divide into teams of two.…”

Section: Description Of the Prototypesmentioning

confidence: 99%

“…Indeed, a previous study involving the use of multiple mice in computer classrooms suggested that a dominant-child phenomenon still emerges (Pawar, Pal, Gupta & Toyama, 2007). For instance, in one game that set up children to compete against one another to answer questions, the quickest child-quick either because of mastery of the subject or sheer speed of undeterred clicking-would frequently dominate play, depriving other children of the opportunity to even register what was happening on the screen.…”

Section: Introductionmentioning

confidence: 99%

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Reducing dominance in multiple-mouse learning activities

Moed

Otto

Pal³

et al. 2009

Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - CSCL'09

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Abstract:In resource-constrained classrooms in the developing world, it is common for several students to share each computer. Unfortunately, dominance behavior often naturally emerges in these situations, when one child monopolizes the mouse and keyboard. One way to mitigate this phenomenon is by providing each child with a mouse and a corresponding onscreen cursor so that everyone can interact. Though such multiple-mouse configurations reduce the possibility of total domination by one individual, they do not automatically eliminate dominance behavior completely. We propose the use of a design for small-group learning on shared computers based on enforced turn-taking in a split-screen, multiple-mouse environment. In an evaluation with 104 rural schoolchildren in India, we found that dominance behavior was indeed reduced through these design choices.

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Section: Related Workmentioning

confidence: 94%

Section: Description Of the Prototypesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Reducing dominance in multiple-mouse learning activities

Moed

Otto

Pal³

et al. 2009

Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - CSCL'09

Self Cite

View full text Add to dashboard Cite

show abstract

“…More work is needed to conduct an empirical study on the usage of RimbaIlmu as a learning tool through pre and post-tests. Also, we can conduct a study on RimbaIlmu for learning retention over period as discussed in [19]. Dominance occurs when working using groupware [2].…”

Section: B Opportunitiesmentioning

confidence: 99%

An Exploration Study of RimbaIlmu: A Qualitative Evaluation of Shared Single Display Groupware in Sarawak, Malaysia

Cheah¹,

Mit²,

Lu³

2015

Int. J. Emerg. Technol. Learn.

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Abstract-Shared single display groupware that enables collaboration among people from different cultures and social practices encourages peer learning and teaching, whilst strengthening communication skills. It has been successfully evaluated in remote schools in China and India. Due to this, the question arises whether it can be deployed in rural schools or semi-urban schools in Sarawak? What are the issues and challenges? What are the impact of this technology among the students and teachers? This paper investigates the deployment of shared single display groupware in rural and semi-urban schools in Sarawak (one of the Malaysian states). We introduce a shared single display application, RimbaIlmu, in one semi-urban school and one rural school and conduct qualitative analysis from the observations among the participants. Observational data has shown that RimbaIlmu is able to stimulate collaboration between different genders; an engaging technology among students; a tool for group and individual assessment; a tool to facilitate leadership skills; fun to play with; allows ease of lab management and control; enabling novices to learn computers; promoting membership in collaboration learning and finally provide environment for task accomplishment with minimum teacher intervention.

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“…Work on single-display groupware [30] investigated how multiple users can simultaneously interact with a single display, for instance, by using multiple mouse cursors [21]. However, in such a setting user collaboration is limited to simultaneously pointing to targets on a shared screen.…”

Section: Collaboration Supportmentioning

confidence: 99%

PointerPhone: Using Mobile Phones for Direct Pointing Interactions with Remote Displays

Seifert

Bayer

Rukzio

2013

Lecture Notes in Computer Science

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Abstract.Large screens or projections in public and private settings have become part of our daily lives, as they enable the collaboration and presentation of information in many diverse ways. When discussing the shown information with other persons, we often point to a displayed object with our index finger or a laser pointer in order to talk about it. Although mobile phone-based interactions with remote screens have been investigated intensively in the last decade, none of them considered such direct pointing interactions for application in everyday tasks. In this paper, we present the concept and design space of PointerPhone which enables users to directly point at objects on a remote screen with their mobile phone and interact with them in a natural and seamless way. We detail the design space and distinguish three categories of interactions including low-level interactions using the mobile phone as a precise and fast pointing device, as well as an input and output device. We detail the category of widgetlevel interactions. Further, we demonstrate versatile high-level interaction techniques and show their application in a collaborative presentation scenario. Based on the results of a qualitative study, we provide design implications for application designs.

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Multiple mice for retention tasks in disadvantaged schools

Cited by 65 publications

References 25 publications

Reducing dominance in multiple-mouse learning activities

Reducing dominance in multiple-mouse learning activities

An Exploration Study of RimbaIlmu: A Qualitative Evaluation of Shared Single Display Groupware in Sarawak, Malaysia

PointerPhone: Using Mobile Phones for Direct Pointing Interactions with Remote Displays

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