Augmenting play and learning in the primary classroom

Bodén, Marie; Dekker, Andrew; Viller, Stephen; Matthews, Ben

doi:10.1145/2485760.2485767

Cited by 21 publications

(15 citation statements)

References 19 publications

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“…While a lot of studies on designing classroom technologies focus on facilitating learning activities (e.g., Bodén et al 2013;Charoenying 2008;da Silva et al 2011;Sylla 2013;Zhang et al 2010), only few research explorations also concern designing interactions which demand limited attentional resources from users (the teacher or the students). These works are known in the areas of ambient displaysdisplays designed to present information without requiring focused attention of users (Pousman and Stasko 2006) -, tangible user interfaces -interfaces provide users tangible representations of digital data to interact with (Shaer 2009) -and peripheral interaction (Bakker et al 2014).…”

Section: Related Work 21 Classroom Technologiesmentioning

confidence: 99%

Understanding teachers’ routines to inform classroom technology design

Bakker

Eggen

2016

Educ Inf Technol

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Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers' daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction to take place both in the center and periphery of users' attention and naturally shift between the two. We believe that classroom technologies employing the principles of peripheral interaction can reduce attentional resources required for teachers to interact with the technologies, and thus make technologies seamlessly blend into teachers' routines. In order to design such technologies, a thorough understanding of users' existing routines is crucial. In this paper, we present a qualitative study on everyday routines of seven Dutch secondary school teachers using contextmapping methodology. The results of two qualitative content analyses reveal an overview of teachers' routine tasks in their classrooms, as well as rich and vivid contextual information about how teachers allocated their attention in their routines and how teachers experience their routines. Based on these findings, we present opportunities and considerations that may inform the design and development of classroom technologies which are to become part of teachers' routines.

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Section: Related Work 21 Classroom Technologiesmentioning

confidence: 99%

Understanding teachers’ routines to inform classroom technology design

Bakker

Eggen

2016

Educ Inf Technol

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“…A number of digital origami and educational origami projects encourage shape shifting interaction to help children learn [15,16]. However, these interactions are not extended to a device.…”

Section: Shape Shifting Interaction Building On Bothmentioning

confidence: 99%

Projectagami

Tan

Kumorek

García

et al. 2015

Proceedings of the 33rd Annual ACM Conference Extended Abstracts on Human Factors in Computing Systems

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Projectagami is a foldable mobile device that leverages simple 2D origami form to give applications new affordances: enabling rapid customization of the device shape. This bridges the gap between differently sized touch screen devices, and enables a novel and mobile form of split screen touch interaction that deviates from traditional rectangular form. We show how a flexible mobile device with unrestricted folding can create more realistic and augmented experiences: building on people's existing abilities to manipulate real world objects. We demonstrate this with shape enhanced "Wizard of Oz" demo applications including a book, online shopping, a board game, street navigation, and a dynamic browser. Our prototype is tracked with a Kinect and uses a projector for visual output. In the future, we envision devices like Projectagami to be selfcontained and extended to 3D form.

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“…A number of researchers involved in this research used just paper, in the artistic shape of origami, to engage the users. Boden et al [12] describe a system designed to support augmented play and learning for children. It uses origami and augmented reality with fiducial markers.…”

Section: Related Workmentioning

confidence: 99%

A Smart Material Interfaces Learning Experience

Minuto

Pittarello

Nijholt

2015

International Conferences on Distributed Multimedia Systems

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Abstract-This paper describes a learning experience held with a class of primary school children who were introduced to a novel class of resources, named smart materials, and the interfaces built with them (Smart Material Interfaces). The pupils were guided along a multidisciplinary educational path in which traditional and innovative teaching methods were composed for educating while engaging the children. It led to the creation of 6 automated puppet plays focused on the themes of environmental awareness as a result. In this process, storytelling and visual programming acted as powerful means for merging different educational concepts and techniques. The children's engagement and the educational impact were evaluated during and after of the experience, revealing interesting results. The data collected through the direct observation and the questionnaires indicate that the experience was perceived as a positive and interesting. The post evaluation, held some months later, revealed improvements in all the areas involved by the multidisciplinary experience, from the knowledge of the properties of smart materials and the programming skills, to the increase of the environmental awareness and the skills for text analysis.Keywords: Arduino, computer supported education, origami, smart material interface, Scratch, storytelling, visual programming. I. MOTIVATIONEducators should be able to offer up-to-date educational paths capable of integrating the novelties of science and technology with the engagement of the pupils for improved learning. Smart materials represent a novel and interesting technological topic to teach and learn. They can change their physical properties (for example color, shape, stiffness and so forth) and they can be manipulated and controlled through different hardware platforms (e.g. Arduino) for the creation of interesting and engaging interfaces (i.e. Smart Material Interfaces, SMIs). The interest of this exploratory study lays in the introduction of these complex technology topics in the Primary School and on the design of an interdisciplinary educational path supporting this goal. For reaching this goal the educational experience included scientific, technical, artistic topics and literacy skills, meant for engaging the children while educating them. It is important to underline that the topics that were introduced for stimulating the interest for the smart materials worked not just as a means but they were themselves a focus of interest. Storytelling, which has long DOI reference number: 10.18293/DMS2015-013 been recognised as a powerful means for engaging children in educational contexts, was used in this work as a glue for connecting the different educational topics. Storytelling provided an overall goal to the students' work: the creation of stories focused on environmental awareness themes. In this experience the children were challenged in the creation of origami 1 models as elements of a story. These elements were augmented with smart materials and programmed to act as the stories created...

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Augmenting play and learning in the primary classroom

Cited by 21 publications

References 19 publications

Understanding teachers’ routines to inform classroom technology design

Understanding teachers’ routines to inform classroom technology design

Projectagami

A Smart Material Interfaces Learning Experience

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