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Laptop

About: Laptop is a research topic. Over the lifetime, 3200 publications have been published within this topic receiving 48114 citations. The topic is also known as: laptop computer & notebook computer.


Papers
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Journal ArticleDOI
TL;DR: A new approach to power saving and battery life extension on an untethered laptop through wireless remote processing of power-costly tasks is described and a software design to support remote process execution is outlined.
Abstract: We describe a new approach to power saving and battery life extension on an untethered laptop through wireless remote processing of power-costly tasks. We ran a series of experiments comparing the power consumption of processes run locally with that of the same processes run remotely. We examined the trade-off between communication power expenditures and the power cost of local processing. This paper describes our methodology and results of our experiments. We suggest ways to further improve this approach, and outline a software design to support remote process execution.

312 citations

Proceedings ArticleDOI
Mian Dong1, Lin Zhong1
28 Jun 2011
TL;DR: This work studies a self-modeling paradigm in which a mobile system automatically generates its energy model without any external assistance and employs a suite of novel techniques to achieve accuracy and rate much higher than that of the smart battery interface.
Abstract: System energy models are important for energy optimization and management in mobile systems. However, existing system energy models are built in a lab setting with the help from a second computer. Not only are they labor-intensive; but also they do not adequately account for the great diversity in the hardware and usage of mobile systems. Moreover, existing system energy models are intended for energy estimation for time intervals of one second or longer; they do not provide the required rate for fine-grain use such as per-application energy accounting.In this work, we study a self-modeling paradigm in which a mobile system automatically generates its energy model without any external assistance. Our solution, Sesame, leverages the possibility of self power measurement through the smart battery interface and employs a suite of novel techniques to achieve accuracy and rate much higher than that of the smart battery interface.We report the implementation and evaluation of Sesame on a laptop and a smartphone. The experiment results show that Sesame is able to generate system energy models of 95% accuracy at one estimation per second and of 88% accuracy at one estimation per 10ms, without any external assistance. Two five-day field studies with four laptop and four smartphone users further demonstrate the effectiveness, efficiency, and non-invasiveness of Sesame.

300 citations

Journal Article
TL;DR: This paper presents the results of an exploratory study that investigates different types of student multitasking behavior while using laptop computers in an unstructured manner during class and introduces quantifiable metrics for measuring the frequency, duration, and extent of studentMultitasking behavior in class, and evaluates the impact this behavior has on academic performance.
Abstract: 1. INTRODUCTION Laptop computers are widely used in many college classrooms today (Weaver and Nilson, 2005); however, there is an ongoing debate regarding the purpose and value of laptop initiative programs that encourage or even require students to purchase laptops, and the role of laptops in classrooms. Although the use of laptops in the classroom has the potential to motivate and contribute to student learning (Efaw, Hampton, Martinez, Smith, 2004; Trimmel and Bachmann, 2004), they also have the potential to negatively impact student attention, motivation, student-teacher interactions, and academic achievement (Young, 2006; Meierdiercks, 2005). Previous research has shown that students who bring laptops to class often engage in electronic multitasking that involves switching their cognitive focus back and forth between tasks that are directly related to the lecture material and tasks that are not directly related to the lecture material (Fried, 2008; Hembrooke and Gay, 2003; Grace-Martin and Gay, 2001). Although many students may believe they can switch back and forth between different tasks with no serious consequences to their academic performance, multitasking has been shown to dramatically increase the number of memory errors and the processing time required to "learn" topics that involve a significant cognitive load (Rubenstein, Meyer, and Evans, 2001). Attempting to "learn" while engaged in multitasking behavior can result in the acquisition of less flexible knowledge that cannot be easily recalled and/or applied in new situations (Foerde, Knowlton, and Poldrack, 2006). Furthermore, it takes time and effort to refocus after switching from one task to another (Bailey and Konstan, 2006). It can be argued, that multitasking is a natural part of the modern classroom and work environments and students need to learn to multitask effectively--especially in today's high tech world. Research that investigates how students use laptops in the classroom and what affects laptop usage has on performance outcomes does exist, but there is a lack of research that focuses on the unstructured or unsanctioned use of computers in the classroom, that explicitly measures learning outcomes, and that incorporates actual use data (1). In general, multitasking has been shown to negatively impact productivity (Foerde, Knowlton, and Poldrack, 2006; Rubenstein, Meyer, and Evans, 2001); however, the affects of different types of computer-based multitasking behaviors in the classroom have not been measured and examined in detail to date. This paper presents the results of an exploratory study that investigates different types of student multitasking behavior while using laptop computers in an unstructured manner during class. A number of novel contributions are made. First, we collect both self reported laptop usage data and actual laptop usage data from spyware installed on student laptops. This allows us to directly measure student laptop use, and then compare student's actual usage to self-reported usage. Second, we categorize different types of software multitasking activities and identify which activities are performed most frequently and for how long. We then examine how different categories of distractive software activity impact class performance. We define distractive multitasking as tasks or activities where cognitive resources are used to process information that is not directly related to the course material. Productive multitasking is defined as tasks or activities that are directly related to completing a primary task associated with the course material. Finally, we introduce quantifiable metrics for measuring the frequency, duration, and extent of student multitasking behavior in class, and evaluate the impact this behavior has on academic performance. Three primary research questions are addressed. (1) How does the frequency of multitasking related to each multitasking category affect learning outcomes? …

269 citations

Patent
07 Apr 2000
TL;DR: In this paper, the authors present a system that detachably mate a plurality of portable processor based devices to provide their combined functionality in an integrated structure, such as cellular telephones, palm-sized organizers, and MP3 players.
Abstract: The present invention relates in general to portable processor based devices that provide computing, communication or entertainment functionality. More particularly, the present invention pertains to portable processor based devices operable while being held in its user's hand and providing communications, organizer and/or entertainment functions, such as cellular telephones, palm-sized organizers, and MP3 players, and to portable processor based devices providing general computing capabilities, such as laptop or handheld personal computers (PCs). More specifically, the present invention relates to systems that detachably mate a plurality of portable processor based devices to provide their combined functionality in an integrated structure.

259 citations

Journal ArticleDOI
TL;DR: Although systematic observations revealed relatively few differences in teaching methods between laptop and control classrooms, laptop students used computers more frequently, extensively, and independently than control students, and writing assessment results showed substantial and significant advantages for laptop over control students.
Abstract: In this study, we examined the educational effects of providing fifth-, sixth-, and seventh-grade students with 24-hour access to laptop computers. Specifically we examined the impact of laptops on classroom activities, and on student use of technology and their writing and problem-solving skills. Participating teachers received computer integration training using the iNtegrating Technology for inQuiry (NTeQ) model to develop problem-based lessons that engage students in critically examining authentic issues, and strengthen research and writing skills. A matched treatment-control group design was employed, in which classes taught at the same grade levels in five participating schools served as the laptop (1 computer per student) and control (5+ computers per class) contexts. Participants included students, teachers, and parents from the two groups. Although systematic observations revealed relatively few differences in teaching methods between laptop and control classrooms, laptop students used computers more frequently, extensively, and independently. Writing assessment results showed substantial and significant advantages for laptop over control students, with six of eight effect sizes exceeding +0.80. Results also showed significant advantages for the laptop group on five of the seven components of the problem-solving task.

256 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023306
2022864
202159
202076
201988
2018122