Supporting Learning with Interactive Surfaces and Spaces

Evans, Michael A.; Rick, Jochen

doi:10.1007/978-1-4614-3185-5_55

Cited by 23 publications

(16 citation statements)

References 44 publications

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“…Tablets equipped with wireless network connectivity, high-resolution display, and various mobile applications have the potential to become powerful educational tools (Johnson et al, 2013). Moreover, with gesture-based interfaces via a multi-touch screen, tablets have grown in quantity, quality, and prominence (Evans & Rick, 2014). Departing from the mouse-and-keyboard input method, users prefer using tablets due to the intuitive touch gestures, such as tapping and dragging, which could increase students' engagement and attainments (Agostini, Di Biase, & Loregian, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Applying multi-touch technology to facilitate the learning of art appreciation: from the view of motivation and annotation

Hung

Young

2016

Interactive Learning Environments

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Handheld technologies with multi-touch functions have been embraced by the young generation and become their important tool for social and learning purposes. The purpose of this study was to explore how the state-of-art devices could be integrated into authentic art appreciation courses to motivate and enhance students' learning. It was conducted in a class entitled "Art and Society" at a university in northern Taiwan. A total of 118 college students participated in this study. They were divided into two groups instructed by two approaches: the experimental group used digital materials with multi-touch technology, and the control group used both slides and printed materials. Both qualitative and quantitative approaches were adopted in this study. The results indicate that there were statistically significant differences in learning motivation, with a higher level achieved by the experimental group than the control group. The interactive multi-touch operation allowed students to use annotation skills and graffiti to create visual comments that could be edited, reused, and shared easily among group members. This study further discusses the role of tablets, students' special annotation strategies, and the features of the tablets as superior to the conventional approach. ARTICLE HISTORY

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Section: Literature Reviewmentioning

confidence: 99%

Applying multi-touch technology to facilitate the learning of art appreciation: from the view of motivation and annotation

Hung

Young

2016

Interactive Learning Environments

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“…Evans and Rick (2014) describe the following uses for interactive surfaces and spaces in learning settings: digital tables (interactive tabletops) have been used to support small-group, hands-on tasks in the classroom; tablets and mobile phones have been used to offer more sensitive touch capabilities and a private space for group members to perform individual tasks before sharing the outcomes with the group; and interactive whiteboards (IWB's) have been widely used in classrooms to support teachers' lecturing, and (less often) to support small group collaborations. Another study of small group collaboration has demonstrated the value of embedding multiple devices in the collaborative space (Haller, et al, 2010;Wigdor, Jiang, Forlines, Borkin, & Shen, 2009).…”

Section: Interactive Surfaces For Small Group Collaborationmentioning

confidence: 99%

Supporting collaborative design activity in a multi-user digital design ecology

Martínez-Maldonado

Goodyear

Carvalho

et al. 2017

Computers in Human Behavior

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Across a broad range of design professions, there has been extensive research on design practices and considerable progress in creating new computer-based systems that support design work. Our research is focused on educational/instructional design for students' learning. In this sub-field, progress has been more limited. In particular, neither research nor systems development have paid much attention to the fact that design is becoming a more collaborative endeavor. This paper reports the latest research outcomes from R&D in the Educational Design Studio (EDS), a facility developed iteratively over four years to support and understand collaborative, real-time, co-present design work. The EDS serves to (i) enhance our scientific understanding of design processes and design cognition and (ii) provide insights into how designers' work can be improved through appropriate technological support. In the study presented here, we introduced a complex, multiuser, digital design tool into the existing ecology of tools and resources available in the EDS. We analysed the activity of four pairs of 'teacher-designers' during a design task. We identified different behaviors -in reconfiguring the task, the working methods and toolset usage. Our data provide new insights about the affordances of different digital and analogue design surfaces used in the Studio.

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“…Interactive white boards (IWBs) have been used to conduct whole class activities (Clayphan et al, 2016;Evans & Rick, 2014), both vertical and horizontal large touch screens have been used to conduct small group work (Kharrufa, MartinezMaldonado, Kay, & Olivier, 2013), and multiple tablets have been interconnected to support tasks in pairs (Wang, Tchounikine, & Quignard, 2015), or to show a user interface just for the teacher (Kharrufa et al, 2013). Moreover, the use of tangible objects on surface interfaces has been regarded by practitioners and researches as a particularly important feature for the cognitive development of young students' coordination and 3D orientation (Dillenbourg & Evans, 2011).…”

Section: Touch and Tangible Surfaces In Educationmentioning

confidence: 99%

“…This is of high significance from a LA perspective, since these technologies can make visible group processes that until recently have remained invisible or unquantifiable. Increasingly over the last two decades, these technologies have been moving from research to commercial applications (Ardito, Buono, Costabile, & Desolda, 2015;Evans & Rick, 2014).…”

Section: Introductionmentioning

confidence: 99%

Learning Analytics for Natural User Interfaces: A Framework, Case Studies and a Maturity Analysis

et al. 2017

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ABSTRACT:The continuous advancement of natural user interfaces (NUIs) allows for the development of novel and creative ways to support collocated collaborative work in a wide range of areas, including teaching and learning. The use of NUIs, such as those based on interactive multi-touch surfaces and tangible user interfaces (TUIs), can offer unique opportunities for learning, for automatically capturing digital traces of students' multimodal interactions, and for facilitating multi-user exploration of student data. We used a composite framework to characterize our first-hand experiences and a small number of related deployments. The dimensions of analysis considered include the orchestration activities involved, the phases of pedagogical practice supported, the target actors, the iteration of the LA process, and the levels of impact of the LA deployment. Results from our analysis helped us identify the current trends, gaps, challenges, and pedagogical opportunities of the application of LA and the use of NUIs for supporting learning.

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Supporting Learning with Interactive Surfaces and Spaces

Cited by 23 publications

References 44 publications

Applying multi-touch technology to facilitate the learning of art appreciation: from the view of motivation and annotation

Applying multi-touch technology to facilitate the learning of art appreciation: from the view of motivation and annotation

Supporting collaborative design activity in a multi-user digital design ecology

Learning Analytics for Natural User Interfaces: A Framework, Case Studies and a Maturity Analysis

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