This research explores how to support collaborative learning practices when science museum visitors employ their own personal mobile devices as Opportunistic User Interfaces (O-UIs) to manipulate a simulation-based museum exhibit. The sophisticated graphical capabilities of modern mobile devices have the potential to distract visitors, a phenomenon known as the heads-down effect. To study the impact of O-UI design on collaboration, a highly-dynamic "complex" O-UI was contrasted against more simplistic, "remote-control" OUI design, in the context of a cancer-treatment simulation. As expected
Much of the work done in the field of tangible interaction has focused on creating tools for learning; however, in many cases, little evidence has been provided that tangible interfaces offer educational benefits compared to more conventional interaction techniques. In this paper, we present a study comparing the use of a tangible and a graphical interface as part of an interactive computer programming and robotics exhibit that we designed for the Boston Museum of Science. In this study, we have collected observations of 260 museum visitors and conducted interviews with 13 family groups. Our
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TEAM MEMBERS:
Michael HornErin SoloveyR. Jordan CrouserRobert Jacob
This white paper lays out an expanded vision for “public media 2.0” that places engaged publics at its core, showcasing innovative experiments from its “first two minutes,” and revealing related trends, stakeholders, and policies. Public media 2.0 may look and function differently, but it will share the same goals as the projects that preceded it: educating, informing, and mobilizing its users.
This report focuses on the use of games as resources to support the educational aims, objectives, and planned outcomes of teachers who understand that games are an important medium in contemporary culture and young people's experiences. The report provides an assessment of game-based learning in UK schools. It is intended to test out the hype and enthusiasm for using games in education and to identify a sensible rationale and practical strategies for teachers to try out games in the classroom.
This report summarizes the results of a three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning.
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University of California, IrvineMizuko ItoBecky Herr-Stephenson
Conventional wisdom about young people's use of digital technology often equates generational identity with technology identity: today's teens seem constantly plugged in to video games, social networks sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youth's social and recreational use of digital media. This book fills that gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. By
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University of California, IrvineMizuko Ito
Creating and editing large graphs and node-link diagrams are crucial activities in many application areas. For them, we consider multi-touch and pen input on interactive surfaces as very promising. This fundamental work presents a user study investigating how people edit node-link diagrams on an interactive tabletop. The study covers a set of basic operations, such as creating, moving, and deleting diagram elements. Participants were asked to perform spontaneous gestures for 14 given tasks. They could interact in three different ways: using one hand, both hands, as well as pen and hand
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Mathias FrischJens HeydekornRaimund Dachselt
Zooming user interfaces are increasingly popular on mobile devices with touch screens. Swiping and pinching finger gestures anywhere on the screen manipulate the displayed portion of a page, and taps open objects within the page. This makes navigation easy but limits other manipulations of objects that would be supported naturally by the same gestures, notably cut and paste, multiple selection, and drag and drop. A popular device that suffers from this limitation is Apple’s iPhone. In this paper, we present Bezel Swipe, an interaction technique that supports multiple selection, cut, copy
Most current multi-touch capable interactive user interfaces for tabletop are built from custom toolkits that are decoupled from, and on top of, the “Desktop” provided by the underlying Operating System. However, this approach requires that each individual touch system build their own suite of touch capable custom applications (such as photo browsers), usually resulting in limited functionality. In this paper, we propose a software architecture for supporting and integrating multi-touch capability on existing desktop systems, where multi-touch and multiple single pointer input can be used
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TEAM MEMBERS:
Kelvin ChengBenjamin ItzsteinPaul SztajerMarkus Rittenbruch