Multiple mouse text entry for single-display groupware

Amershi, Saleema; Morris, Meredith Ringel; Moraveji, Neema; Balakrishnan, Ravin; Toyama, Kentaro

doi:10.1145/1718918.1718950

Cited by 17 publications

(10 citation statements)

References 28 publications

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“…Preliminary results indicate that, with appropriate content, sharing multiple mice can be intuitive and usable [24] and increase learning gains [23]. There has been work on the specifics of designing interfaces for these technologies, including scaling to over thirty users [19], reducing dominant behavior [18] and providing multiple mouse text entry [1]. Our work supports their findings, to the degree that they are applicable with the constraint of supporting legacy applications.…”

Section: Related Worksupporting

confidence: 72%

A case study on designing interfaces for multiple users in developing regions

Heimerl

Vasudev

Buchanan

et al. 2010

Proceedings of the First ACM Symposium on Computing for Development

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Computer assisted learning (or E-learning) is used broadly in the developed world. However, comparable technologies are only recently beginning to be used in rural and developing regions. In these environments, obstacles to the successful deployment of educational software include a lack of basic infrastructure, low student attendance, necessary sharing of resources, and the participants'-both teachers and students-unfamiliarity with communications technology. To illustrate these issues in detail, we present a design study for Metamouse, a system for sharing single user software on a single computer with multiple mice.We designed Metamouse during a one and a half month long study in low-income primary schools in Bangalore, India. We iterated through two primary usage paradigms, competitive and collaborative, working with grade four and five students. In these populations, we found that students had widely varying mouse skills, and that even amongst competent users, interface confusion presented significant barriers. Given this, interface tasks that are known to have a cost in usability, such as mode switching or complicated interaction models, had a severe impact on students' ability to use the technology. We discuss interface issues that result from sharing practices that are the norm in these regions. We also discuss issues that generalize across educational application design in the developing world.

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Section: Related Worksupporting

confidence: 72%

A case study on designing interfaces for multiple users in developing regions

Heimerl

Vasudev

Buchanan

et al. 2010

Proceedings of the First ACM Symposium on Computing for Development

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“…Work has been done to study the multiple mouse text entry technique within a SSD like projection [7]. Since power is an issue, we can only deploy laptops or small screen computers.…”

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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“…Most classroom‐based interpersonal computers with individual mouse input are mainly constrained to point‐and‐click activities, like true‐false or multiple choice‐based activities (Amershi et al . 2010).…”

Section: One Mouse Per Child For Basic Mathmentioning

confidence: 99%

“…Given that research in interpersonal computers has been performed in different countries -as for example in India (Moraveji et al 2009;Amershi et al 2010), China (Moraveji et al 2008), and Chile (Infante et al 2009) addressing specific functional and usability issues -our first research question is: considering that interpersonal computers are an alternative for maximizing resource utilization in schools, how do different cultures influence the usability of this technology, taking into account differences in knowledge and technological abilities?…”

Section: Interpersonal Computersmentioning

confidence: 99%

One Mouse per Child: interpersonal computer for individual arithmetic practice

Alcoholado

Nussbaum

Tagle

et al. 2011

Computer Assisted Learning

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Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of ‘One Mouse per Child’. It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio‐economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low‐income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.

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Multiple mouse text entry for single-display groupware

Cited by 17 publications

References 28 publications

A case study on designing interfaces for multiple users in developing regions

A case study on designing interfaces for multiple users in developing regions

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

One Mouse per Child: interpersonal computer for individual arithmetic practice

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