Learning environmental factors through playful interaction

Zhang, Zhihui; Shrubsole, Paul; Janse, Maddy

doi:10.1145/1810543.1810562

Cited by 16 publications

(11 citation statements)

References 5 publications

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“…This result is in line with the body of work which supports tangible interaction as a pedagogical tool (Antle et al, 2009;Bakker et al, 2011). We argue that these observations are justified by the tangibility and the familiarity of the raw resources used to produce renewable energy, and by the "learning by doing" inherent quality of tangible interaction (Bakker et al, 2011;Zhang et al, 2010). Which in this case benefited the learning of variables that were more directly related to the tangible manipulation and detracted those who did not.…”

Section: Interacting With Wisesupporting

confidence: 85%

Exploring the dimensions of eco-feedback in the wild

Quintal¹,

Nunes²,

Nisi³

2015

2015 Sustainable Internet and ICT for Sustainability (SustainIT)

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Section: Interacting With Wisesupporting

confidence: 85%

Exploring the dimensions of eco-feedback in the wild

Quintal¹,

Nunes²,

Nisi³

2015

2015 Sustainable Internet and ICT for Sustainability (SustainIT)

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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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“…3,27]). This is troubling because children, a segment of the population that could meaningfully contribute to resource management, are potentially being excluded.…”

Section: Eco-feedback Technology For Homesmentioning

confidence: 99%

Ghost hunter

Banerjee

Horn

2014

Proceedings of the 8th International Conference on Tangible, Embedded and Embodied Interaction

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We present the design and evaluation of Ghost Hunter, an interactive system to engage parents and children in seeking out hidden sources of energy consumption in their homes. Our system combines an electro-magnetic field (EMF) detector with a mobile tablet computer. Bringing Ghost Hunter within range of an electrical current activates the detector. Through the Ghost Hunter design we attempted to evoke the cultural form of hide-and-seek as a way to help children and parents structure their activity. We present our design and implementation followed by a qualitative evaluation conducted with seven families in their homes. Our findings describe how parents supported their children's learning about energy consumption, and ways in which the activities led to unexpected discoveries.

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Learning environmental factors through playful interaction

Cited by 16 publications

References 5 publications

Exploring the dimensions of eco-feedback in the wild

Exploring the dimensions of eco-feedback in the wild

Understanding teachers’ routines to inform classroom technology design

Ghost hunter

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