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 results show that visitors found the tangible and the graphical systems equally easy to understand. However, with the tangible interface, visitors were significantly more likely to try the exhibit and significantly more likely to actively participate in groups. In turn, we show that regardless of the condition, involving multiple active participants leads to significantly longer interaction times. Finally, we examine the role of children and adults in each condition and present evidence that children are more actively involved in the tangible condition, an effect that seems to be especially strong for girls.
Research involving tangible interaction and children has often focused on how tangibles might support or improve learning compared to more traditional methods. In this paper, we review three of our research studies involving tangible computer programming that have addressed this question in a variety of learning environments with a diverse population of children. Through these studies, we identify situations in which tangible interaction seems to offer advantages for learning; however, we have also identify situations in which tangible interaction proves less useful and an alternative interaction style provides a more appropriate medium for learning. Thus, we advocate for a hybrid approach-one that offers teachers and learners the flexibility to select the most appropriate interaction style to meet the needs of a specific situation.
Existing research suggests that individual personality differences are correlated with a user's speed and accuracy in solving problems with different types of complex visualization systems. In this paper, we extend this research by isolating factors in personality traits as well as in the visualizations that could have contributed to the observed correlation. We focus on a personality trait known as "locus of control," which represents a person's tendency to see themselves as controlled by or in control of external events. To isolate variables of the visualization design, we control extraneous factors such as color, interaction, and labeling, and specifically focus on the overall layout style of the visualizations. We conduct a user study with four visualizations that gradually shift from an indentation metaphor to a containment metaphor and compare the participants' speed, accuracy, and preference with their locus of control. Our findings demonstrate that there is indeed a correlation between the two: participants with an internal locus of control perform more poorly with visualizations that employ a containment metaphor, while those with an external locus of control perform well with such visualizations. We discuss a possible explanation for this relationship based in cognitive psychology and propose that these results can be used to better understand how people use visualizations and how to adapt visual analytics design to an individual user's needs.
Abstract-Existing research suggests that individual personality differences are correlated with a user's speed and accuracy in solving problems with different types of complex visualization systems. We extend this research by isolating factors in personality traits as well as in the visualizations that could have contributed to the observed correlation. We focus on a personality trait known as "locus of control" (LOC), which represents a person's tendency to see themselves as controlled by or in control of external events. To isolate variables of the visualization design, we control extraneous factors such as color, interaction, and labeling. We conduct a user study with four visualizations that gradually shift from a list metaphor to a containment metaphor and compare the participants' speed, accuracy, and preference with their locus of control and other personality factors. Our findings demonstrate that there is indeed a correlation between the two: participants with an internal locus of control perform more poorly with visualizations that employ a containment metaphor, while those with an external locus of control perform well with such visualizations. These results provide evidence for the externalization theory of visualization. Finally, we propose applications of these findings to adaptive visual analytics and visualization evaluation.
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