Paper Interfaces for Learning Geometry

Bonnard, Quentin; Verma, Himanshu; Kaplan, Frédé́ric; Dillenbourg, Pierre

doi:10.1007/978-3-642-33263-0_4

Cited by 16 publications

(11 citation statements)

References 27 publications

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“…We developed several pedagogical scenarios based on paper interfaces, which we deployed in three primary schools and with more than 20 classes (Bonnard, Verma, Kaplan & Dillenbourg, 2012). The activities involve various geometry topics: classifying quadrilaterals, measuring and describing angles, finding the formulas for areas, etc.…”

mentioning

confidence: 99%

Designing augmented reality for the classroom

Cuendet

Bonnard

Do-Lenh

et al. 2013

Computers & Education

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120

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Augmented reality (AR) has recently received a lot of attention in education. Multiple AR systems for learning have been developed and tested through empirical studies often conducted in lab settings. While lab studies can be insightful, they leave out the complexity of a classroom environment. We developed three AR learning environments that have been used in genuine classroom contexts, some of them being now part of classroom regular practices. These systems and the learning activities they provide have been co-designed with teachers, for their own classrooms, through multiple cycles of prototyping and testing. We present here the features that emerged from these co-design cycles and abstract them into design principles.

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confidence: 99%

Designing augmented reality for the classroom

Cuendet

Bonnard

Do-Lenh

et al. 2013

Computers & Education

Self Cite

255

120

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“…al. observed that paper based interfaces can be easily adopted into traditional classroom practices [3] [4]. They designed a tabletop system to facilitate geometry learning, seamlessly integrating it with conventional geometry tools.…”

Section: Related Workmentioning

confidence: 99%

Sketch-Play-Learn - An Augmented Paper Based Environment for Learning the Concepts of Optics

Agarwal

Tripathi

2015

Proceedings of the 2015 ACM SIGCHI Conference on Creativity and Cognition

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In this paper, we introduce Sketch-Play-Learn, an augmented paper-based tabletop system to support students learning of the principles of light behaviour. This project emphasises the use of the most ubiquitous and inexpensive learning medium, which is paper. Students engage themselves in completing a goal-based task sketched by the teacher on paper and observing the visual feedback on the same paper. We argue that augmenting the paper with digital information while providing a tabletop setup provides a novel and appealing approach to learning for classroom use. In this paper, we discuss the motivations for our project and describe the design and implementation our system. We also describe an initial evaluation with children and outline future research goals.

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“…Interactive tabletops have been applied successfully in geometry learning in primary schools [1]. Using the same technology, we developed a system for learning about fractions, using paper-based manipulatives.…”

Section: A System For Augmented-paper Fraction Learn-ingmentioning

confidence: 99%

“…We implemented a central point of control in a tabletop collaborative learning application (based on the TinkerLamp system, see [1]), to synchronize group work and afford opportunities for reflection, thus avoiding unequal participation. Considering group dynamics, we investigate how primary school students working in small groups use this single central control to complete their group tasks, by examining its position and rotation.…”

Section: Introductionmentioning

confidence: 99%

Single Locus of Control in a Tangible Paper-based Tabletop Application

Caballero

Wen

Prieto

et al. 2014

Proceedings of the Ninth ACM International Conference on Interactive Tabletops and Surfaces

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Multiple loci of control is one of the main affordances of tangible tabletop UIs due to their capability for simultaneous manipulation. However, there is a tension between the efficiency given by simultaneous manipulation and the need to coordinate and reflect in group activity. We implemented a central point of control to synchronize the group work and afford opportunities for equal participation in a tabletop application. In this study, we analyzed log and video data of seven groups of primary school students using a tabletop application. The results show that log data about this central control's position and rotation can be a predictor of equal participation, also helping interpret group performance. Finally, we discuss the implications of such findings, e.g., to provide teachers with useful information about group collaborative processes.

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Paper Interfaces for Learning Geometry

Cited by 16 publications

References 27 publications

Designing augmented reality for the classroom

Designing augmented reality for the classroom

Sketch-Play-Learn - An Augmented Paper Based Environment for Learning the Concepts of Optics

Single Locus of Control in a Tangible Paper-based Tabletop Application

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