The effects of interaction technique on coordination in tabletop groupware

Nacenta, Miguel A.; Pinelle, David; Stuckel, Dane; Gutwin, Carl

doi:10.1145/1268517.1268550

Cited by 60 publications

(73 citation statements)

References 27 publications

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“…On the other hand, having visual feedback in a small region of the screen was perceived as a very useful feature for allowing users to adjust and correct their actions . Similar benefits from visual feedback are reported by Nacenta et al [10]. Nevertheless, some subjects pointed out that it might not be convenient to integrate this feature, since it would reduce the display work area.…”

Section: Discussionsupporting

confidence: 74%

“…Taking advantage of markers ' IDs, a potential use for these cards could be using them as information containers and also for the transfer of elements/documents in a co-located group, which many subjects of our experiment showed great excitement about. According to Nacenta et al [10], an interaction like this one, using the card as an information container, presents intrinsic benefits in terms of awareness since the system does not need to present any action points to the user (e.g., via a cursor), and because any user can easily identify which colleague performed a given gesture with the card because of the visibility of such actions. On the other hand, having visual feedback in a small region of the screen was perceived as a very useful feature for allowing users to adjust and correct their actions .…”

Section: Discussionmentioning

confidence: 99%

“…Finally, Nacenta et al [10] compare several interaction techniques, including ADI, in tabletop groupware in terms of how they enhance coordination. They include a spects like lack of interference, ease of transference of elements, and easy access to out-of-reach zones as important factors.…”

Section: Related Workmentioning

confidence: 99%

“…It is important to note that, as Nacenta et al [10] remark, the choice of a given interaction technique affects coordination, preference, and performance. Hence, the results reported in this paper are only conclusive for this particular interaction.…”

Section: Limitations and Future Workmentioning

confidence: 99%

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Around-Device Interactions: A Usability Study of Frame Markers in Acquisition Tasks

Garcia-Sanjuan

Catalá

Fitzpatrick

et al. 2015

Human-Computer Interaction – INTERACT 2015

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Abstract. Digital tabletops present numerous benefits in face-to-face collaboration environments. However, their integration in real settings is complicated by cost and fixed location. In this respect, building table-like environments using several handheld devices such as tablets or smartphones provides a promising alternative but is limited to touch interaction only. We propose instead another kind of "around-device" interaction (ADI) technique using the built-in front camera of these devices and fiducial frame markers, which presents advantages including better awareness and less interference. This paper contributes a first step in exploring the potential of this interaction technique by conducting a usability test comparing several ergonomic factors that may have an effect on the very first operation of the interaction: the acquisition of the marker.

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Section: Discussionsupporting

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Limitations and Future Workmentioning

confidence: 99%

See 2 more Smart Citations

Around-Device Interactions: A Usability Study of Frame Markers in Acquisition Tasks

Garcia-Sanjuan

Catalá

Fitzpatrick

et al. 2015

Human-Computer Interaction – INTERACT 2015

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“…The Gateway Interaction Technique relies on a positioning system to determine the relative position and orientation of co-located devices. Nacenta et al (2007) compared different interaction techniques in terms of conflict rates, performance as well as transfer and reaching patterns. All techniques had strengths and weaknesses and their utility largely depends on the task at hand.…”

Section: Multi-display Reaching Techniquesmentioning

confidence: 99%

The Role of Personal and Shared Displays in Scripted Collaborative Learning

Streng¹

2009

Human-Computer Interaction – INTERACT 2009

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iii ABSTRACTOver the last decades collaborative learning has gained immensely in importance and popularity due to its high potential. Unfortunately, learners rarely engage in effective learning activities unless they are provided with instructional support. In order to maximize learning outcomes it is therefore advisable to structure collaborative learning sessions. One way of doing this is using collaboration scripts, which define a sequence of activities to be carried out by the learners. The field of computer-supported collaborative learning (CSCL) produced a variety of collaboration scripts that proved to have positive effects on learning outcomes. These scripts provide detailed descriptions of successful learning scenarios and are therefore used as foundation for this thesis.In many cases computers are used to support collaborative learning. Traditional personal computers are often chosen for this purpose. However, during the last decades new technologies have emerged, which seem to be better suited for co-located collaboration than personal computers. Large interactive displays, for example, allow a number of people to work simultaneously on the same surface while being highly aware of the co-learners' actions. There are also multi-display environments that provide several workspaces, some of which may be shared, others may be personal. However, there is a lack of knowledge regarding the influence of different display types on group processes. For instance, it remains unclear in which cases shareable user interfaces should replace traditional single-user devices and when both personal and shared workspaces should be provided. This dissertation therefore explores the role of personal and shared workspaces in various situations in the area of collaborative learning. The research questions include the choice of technological devices, the seating arrangement as well as how user interfaces can be designed to guide learners.To investigate these questions a two-fold approach was chosen. First, a framework was developed, which supports the implementation of scripted collaborative learning applications. Second, different prototypes were implemented to explore the research questions. Each prototype is based on at least one collaboration script. The result is a set of studies, which contribute to answering the above-mentioned research questions. With regard to the choice of display environment the studies showed several reasons for integrating personal devices such as laptops. Pure tabletop applications with around-the-table seating arrangements whose benefits for collaboration are widely discussed in the relevant literature revealed severe drawbacks for text-based learning activities. The combination of laptops and an interactive wall display, on the other hand, turned out to be a suitable display environment for collaborative learning in several cases. In addition, the thesis presents several ways of designing the user interface in a way that guides learners through collaboration scripts. ACKNOWLEDGMENTST...

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