The medium matters

Malinverni, Laura; Burgués, Narcís Parés i

doi:10.1145/2771839.2771849

Cited by 27 publications

(7 citation statements)

References 43 publications

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“…As a consequence, a higher amount of social interactions were reported. Our findings confirm the benefits of embodied interaction to support collaboration [24] and extend them to ARMR mobile technologies. Hence, from a design perspective, the WaS paradigm may be considered as particularly suitable to support collaborative tasks and shared construction of meaning.…”

Section: Shaping Social Relationshipssupporting

confidence: 81%

The World-as-Support

Malinverni

Maya

Schaper

et al. 2017

Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems

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Current technical capabilities of mobile technologies are consolidating the interest in developing context-aware Augmented/Mixed Reality applications. Most of these applications are designed based on the Window-on-the-World (WoW) interaction paradigm. A significant decrease in cost of projection technology and advances in pico-sized projectors have spurred applications of Projective Augmented Reality. This research has focused mainly on technological development. However, there is still a need to fully understand its communicational and expressive potential. Hence, we define a conceptual paradigm that we call World-as-Support (WaS). We compare the WaS and WoW paradigms by contrasting their assumptions and cultural values, as well as through a study of an application aimed at supporting the collaborative improvisation of sitespecific narratives by children. Our analysis of children's understanding of the physical and social environment and of their imaginative play allowed us to identify the affordances, strengths and weaknesses of these two paradigms.

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Section: Shaping Social Relationshipssupporting

confidence: 81%

The World-as-Support

Malinverni

Maya

Schaper

et al. 2017

Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems

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“…We envision through an improvement of the functionality of the prototype to foster students' understanding in underlying sociocultural meanings such as the notion of identity (Smith et al, 2011) and solidarity. We believe that particularly activities building on collaborative learning (Doise et al, 1975;Malinverni and Pares, 2015;Nelson, 1994) and a shared construction of meaning (Ackermann, 2004) can promote a better understanding of these concepts. Therefore, we aim to design a system that dynamically recognizes the physical world (i.e.…”

Section: Embodied Explorationmentioning

confidence: 99%

Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites

Schaper

Santos

Malinverni

et al. 2018

International Journal of Human-Computer Studies

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The design of interactive experiences for archaeological sites entails the consideration of particular characteristics and constraints of the exhibition space. Our aim is to address these challenges by exploring the potential of a recently emerging interaction paradigm called World-as-Support, which is based on projective Augmented Reality (AR). In this study, we present the design process of a virtual heritage experience for a bomb shelter built during the Spanish Civil War and that currently belongs to the History Museum of Barcelona. The goal of this study was twofold. First, we aimed to define the requirements for the design of a first prototype based on the World-as-Support interaction paradigm. Second, we carried out a study with a local school to evaluate the benefits of an educational experience based on this paradigm. Our results indicate benefits to complement the guided visit by using (1) projective AR to explore different layers of the learning experience and (2) by including collaborative activities based on embodied enactments to foster the understanding of historical contents that require emotional engagement and critical thinking.

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“…This presents several benefits in terms of workspace awareness and facilitating the coordination of the activity (Gutwin & Greenberg, 1998, and also of increasing the parallelism and fluidity of the interaction (Hornecker, Marshall, Dalton, & Rogers, 2008;Rick, Marshall, & Yuill, 2011). In addition, if the devices are scattered over a large area, physical activity can be encouraged, which is a key factor in children's development (Tomporowski, Lambourne, & Okumura, 2011) and is beneficial for supporting the construction of a positive social space for collaborative learning (Malinverni & Burguès, 2015). This would avoid the problems identified by Seitinger (Seitinger, 2006), who points out that this type of device does not encourage full-body motion.…”

Section: Introductionmentioning

confidence: 99%

Evaluating a tactile and a tangible multi-tablet gamified quiz system for collaborative learning in primary education

Garcia-Sanjuan

Jurdi

Jaén

et al. 2018

Computers & Education

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Gamification has been identified as an interesting technique to foster collaboration in educational contexts. However, there are not many approaches that tackle this in primary school learning environments. The most popular technologies in the classroom are still traditional video consoles and desktop computers, which complicate the design of collaborative activities since they are essentially mono-user. The recent popularization of handheld devices such as tablets and smartphones has made it possible to build affordable, scalable, and improvised collaborative gamified activities by creating a multi-tablet environment. In this paper we present Quizbot, a collaborative gamified quiz application to practice different subjects, which can be defined by educators beforehand. Two versions of the system are implemented: a tactile for tablets laid on a table, in which all the elements are digital; and a tangible in which the tablets are scattered on the floor and the components are both digital and physical objects. Both versions of Quizbot are evaluated and compared in a study with eighty primary-schooled children in terms of user experience and quality of collaboration supported. Results indicate that both versions of Quizbot are essentially equally fun and easy to use, and can effectively support collaboration, with the tangible version outperforming the other one with respect to make the children reach consensus after a discussion, split and parallelize work, and treat each other with more respect, but also presenting a poorer time management.

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The medium matters

Cited by 27 publications

References 43 publications

The World-as-Support

The World-as-Support

Learning about the past through situatedness, embodied exploration and digital augmentation of cultural heritage sites

Evaluating a tactile and a tangible multi-tablet gamified quiz system for collaborative learning in primary education

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