Quiet interfaces that help students think

Oviatt, Sharon; Arthur, Alex; Cohen, Julia

doi:10.1145/1166253.1166284

Cited by 74 publications

(78 citation statements)

References 14 publications

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“…In both aspects, practices have been associated with paper since a time long enough to consider them natural. The document side of paper is already omnipresent at schools, in the form of textbooks, or exercise sheets, and allows a quiet deployment and a usage that minimizes cognitive overhead (Oviatt, Arthur & Cohen, 2006).…”

mentioning

confidence: 99%

Designing augmented reality for the classroom

Cuendet

Bonnard

Do-Lenh

et al. 2013

Computers & Education

255

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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mentioning

confidence: 99%

Designing augmented reality for the classroom

Cuendet

Bonnard

Do-Lenh

et al. 2013

Computers & Education

255

120

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“…Using a paper notebook is important for several reasons. Writing helps the student remember and understand [7] and using paper rather than computers prevents distraction [13]. Moreover, users" notes combined with audio recordings proved to be a powerful means of indexing meetings [21] (a situation similar to lectures).…”

Section: Capturing the Classmentioning

confidence: 99%

U-Note: Capture the Class and Access It Everywhere

Malacria

Pietrzak

Tabard

et al. 2011

Human-Computer Interaction – INTERACT 2011

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“…In the context of teaching mathematics, it has been shown that augmenting pen and paper using digital projection can help the understanding of geometry [4] and facilitate learning by providing calculus functionality [25]. In addition, the suitability of using different handheld devices in classrooms for writing [13] or when solving maths problems has also been investigated [14,24]. Previous work highlights the potential of digital writing tools in educational contexts, however, a writing tool with potential widespread use in schools has yet to be fully designed and specified.…”

Section: Introductionmentioning

confidence: 99%

Children's Creativity Lab

Mann

Hinrichs

Quigley

2014

Proceedings of the 2014 Workshops on Advances in Computer Entertainment Conference

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Technology is changing the way we acquire new skills and proficiencies and handwriting is no exception to this. However, while some technological advancements exist in this area, the question of how we can digitally enhance the process of learning handwriting remains under-explored. Being immersed in this process on an everyday basis, we believe that school aged children can provide valuable ideas and insights into the design of future writing tools for learners developing their (hand)writing skills. As end-users of the proposed technology, we explore including children in a form of informed participatory design during a creativity lab where we invited 12 children, aged 11-12, to put themselves into the shoes of a product designers and create a Pen of the Future using prototyping materials. In this paper we describe our methodology and discuss the design ideas that children came up with and how these may inform the design of future writing tools.

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Quiet interfaces that help students think

Cited by 74 publications

References 14 publications

Designing augmented reality for the classroom

Designing augmented reality for the classroom

U-Note: Capture the Class and Access It Everywhere

Children's Creativity Lab

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