Showing papers presented at "British HCI Conference in 2014"
09 Sep 2014
TL;DR: This paper introduces the theory that hands-on, reality-based interaction using a tablet interface offers a much more engaging way for collaborators to explore and discuss virtual artefacts than the more traditional desktop interface-based experience, and that this increase in engagement will potentially lead to learning outcomes for the collaborators.
Abstract: In collaborative museum learning contexts, it is problematic that groups of museum visitors are not able able to touch, handle, and pass museum artefacts around during collaborative discussions. This can be due to the fragility of the artefacts themselves or due to the people discussing them being in different locations. Interacting with virtual representations of artefacts is a solution to the problem, but digital experiences have typically lacked many of the qualities that are so successful in engaging museum learners with physical artefacts.In this paper, we introduce our theory that hands-on, reality-based interaction using a tablet interface offers a much more engaging way for collaborators to explore and discuss virtual artefacts than the more traditional desktop interface-based experience, and that this increase in engagement will potentially lead to learning outcomes for the collaborators.
5 citations
09 Sep 2014
TL;DR: The design principles behind the application interface enables students to follow principles identified as good practice in undergraduate education while still allowing for the individual to contribute and interact with regard to their own ability and preferred learning style.
Abstract: Student disengagement in lectures is a global issue in higher education. Our approach is to apply a student-centred collaborative learning pedagogy into classrooms through a mobile real-time collaborative note-taking application GroupNotes, which allows a small self-selecting group of students to proactively keep each other engaged without requiring the lecturer to change the existing pedagogy. This paper presents the design principles behind the application interface, which enables students to follow principles identified as good practice in undergraduate education while still allowing for the individual to contribute and interact with regard to their own ability and preferred learning style. It provides an individual workspace to each group member, which is shared with and may be viewed and edited by other members in real time. The preliminary test results show that students are more engaged in the lecture with collaborative than with individual note-taking and more satisfied with sharing individual workspaces than with sharing a common workspace.
3 citations