Utilisation d'une Table Interactive avec objets Tangibles pour apprendre à l'école : études empiriques en milieu écologique

International audienceWe describe in this article the results of three-years study of using a Tangible Tabletop Interface (TTI) for the development of student learning in spatial reasoning abilities. In partnership with the French Department of Education and teachers, we have designed and built a serious game in mathematics, called The Game of Towers for the TangiSense 2 interactive tabletop. Then, we conducted « in the wild » experiments with 68 students. As part of a first study, we compared the learning outcomes of two groups of students (Gr. Traditional vs. Gr. TTI). The results of this study have encouraged us to make a second experiment. In the latter, we analyzed child participation (physical and verbal) and the social modes of knowledge co-construction when they played the game on the TTI. The results showed that students improved their performance by playing the game on the TTI and collaborated through externalization and conflict-oriented consensus.Nous décrivons dans cet article, les résultats de trois années d’études sur l’utilisation d’une Table Interactive avec objets Tangibles (TIT) pour le développement des capacités de raisonnement spatial d’élèves de Cours Préparatoire (CP). Pour cela nous avons, avec l’aide d’enseignants et d’une conseillère pédagogique, conçu et développé le Jeu des Tours pour la table interactive TangiSense 2. Nous avons ensuite mené des expérimentations en milieu écologique avec 68 élèves. Dans le cadre d’une première étude, nous avons comparé les résultats d’apprentissage de deux groupes d’élèves (Gr. Traditionnel vs. Gr. TIT). Les résultats de cette étude nous ont encouragé à en réaliser une seconde. Dans cette dernière, nous avons analysé la participation des élèves (physique et verbale) et la manière dont ils construisaient leurs connaissances en groupe lorsqu’ils jouaient au Jeu des Tours sur la TIT. Les résultats ont montré que les élèves amélioraient leurs performances en jouant sur la TIT et, collaboraient à travers l’externalisation et la recherche d’un consensus orienté par le conflit

Tangible user interfaces for learning

Tangible user interfaces (TUIs), systems characterised by the embodiment of interaction in physical objects, have attracted general interest but have not yet been widely adopted for learning. Employing these kinds of novel technologies could yield substantial benefits to learners. This paper provides a review of state-of-the-art TUIs for learning, scoped by a revised definition of TUIs that serves to delineate and differentiate these from other kinds of interfaces. We propose a classification framework that attends to important aspects of TUIs for use in learning and review tangible systems within this classification to expose research and design gaps. Our work provides guidance for researchers and learning technologists to help identify potential research directions for TUIs for learning

RFID interactive tabletop application with tangible objects: exploratory study to observe young children’ behaviors

International audienceNumerous academic and industrial studies and developments concerning interactive tabletops are paving the way for new educational applications. We have developed an interactive tabletop application equipped with RFID technology. This tabletop, called TangiSense, is based on a Multi-Agent System that allows users to associate information with behaviors to manipulate tangible objects. The application involves the recognition of basic colors. With the application, children are required to manipulate tangible objects. Their task involves recognizing objects that have "lost" their dominant color and placing these objects in appropriate colored areas. A tangible magician object automatically analyzes the filled zones and provides children and their teacher with virtual and vocal feedback. This application has been evaluated in a field study with children 3 to 5 years of age. The initial results are promising and show that such an application can support interaction and collaboration, and subsequently educational situations, among young children

Sea of Genes: Combining Animation and Narrative Strategies to Visualize Metagenomic Data for Museums

We examine the application of narrative strategies to present a complex and unfamiliar metagenomics dataset to the public in a science museum. Our dataset contains information about microbial gene expressions that scientists use to infer the behavior of microbes. This exhibit had three goals: to inform (the) public about microbes' behavior, cycles, and patterns; to link their behavior to the concept of gene expression; and to highlight scientists' use of gene expression data to understand the role of microbes. To address these three goals, we created a visualization with three narrative layers, each layer corresponding to a goal. This study presented us with an opportunity to assess existing frameworks for narrative visualization in a naturalistic setting. We present three successive rounds of design and evaluation of our attempts to engage visitors with complex data through narrative visualization. We highlight our design choices and their underlying rationale based on extant theories. We conclude that a central animation based on a curated dataset could successfully achieve our first goal, i.e., to communicate the aggregate behavior and interactions of microbes. We failed to achieve our second goal and had limited success with the third goal. Overall, this study highlights the challenges of telling multi-layered stories and the need for new frameworks for communicating layered stories in public settings.Comment: This manuscript has been accepted to VIS 2020 and TVCG 9 pages 2 reference

Learning and engagement through natural history museums

This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement

Collaborative behavior, performance and engagement with visual analytics tasks using mobile devices

Interactive visualizations are external tools that can support users’ exploratory activities. Collaboration can bring benefits to the exploration of visual representations or visu‐ alizations. This research investigates the use of co‐located collaborative visualizations in mobile devices, how users working with two different modes of interaction and view (Shared or Non‐Shared) and how being placed at various position arrangements (Corner‐to‐Corner, Face‐to‐Face, and Side‐by‐Side) affect their knowledge acquisition, engagement level, and learning efficiency. A user study is conducted with 60 partici‐ pants divided into 6 groups (2 modes×3 positions) using a tool that we developed to support the exploration of 3D visual structures in a collaborative manner. Our results show that the shared control and view version in the Side‐by‐Side position is the most favorable and can improve task efficiency. In this paper, we present the results and a set of recommendations that are derived from them

Touching Annotations: A Visual Metaphor for Navigation of Annotation in Digital Documents.

Direct touch manipulation interactions with technology are now commonplace and significant interest is building around their use in the culture and heritage domain. Such interactions can give people the opportunity to explore materials and artefacts in ways that would otherwise be unavailable. These are often heavily annotated and can be linked to a large array of related digital content, thus enriching the experience for the user. Research has addressed issues of how to present digital documents and their related annotations but at present it is unclear what the optimal interaction approach to navigating these annotations in a touch display context might be. In this paper we investigate the role of two alternative approaches to support the navigation of annotations in digitised documents in the context of a touch interface. Through a control study we demonstrate that, whilst the navigation paradigm displays a significant interaction with the type of annotations task performed, there is no discernible advantage of using a natural visual metaphor for annotation in this context. This suggests that design of digital document annotation navigation tools should account for the context and navigation tasks being considered

Flexible entity search on surfaces

Surface computing allows flexible search interaction where users can manipulate the representation of entities recommended for them to create new queries or augment existing queries by taking advantage of increased screen estate and almost physical tactile interaction. We demonstrate a search system based on 1) Direct Manipulation of Entity Representation on Surfaces and 2) Entity Recommendation and Document Retrieval. Entities are modeled as a knowledge-graph and the relevances of entities are computed using the graph structure. Users can manipulate the representation of entities via spatial grouping and assigning preferences on entities. Our contribution can help to design effective information exploration systems that take advantage of large surfaces

Balancing Shareability and Positive Interdependence to Support Collaborative Problem-Solving on Interactive Tabletops

To support collaboration, researchers from different fields have proposed the design principles of shareability (engaging users in shared interactions around the same content) and positive interdependence (distributing roles and information to make users dependent on each other). While, on its own, each principle was shown to successfully support collaboration in different contexts, these principles are also partially conflicting, and their combination creates several design challenges. This paper describes how shareability and positive interdependency were jointly implemented in an interactive tabletop-mediated environment called Orbitia, with the aim of inducing collaboration between three adult participants. We present the design details and rationale behind the proposed application. Furthermore, we describe the results of an empirical evaluation focusing on joint problem-solving efficiency, collaboration styles, participation equity, and perceived collaboration effectiveness

Multi-Touch Table for Enhancing Collaboration during Software Design

Encouraging collaborative software design through the use of Multi-touch interfaces has become increasingly important because such surfaces can accommodate more than one user concurrently, which is particularly useful for collaborative software design. This study investigated the differences in collaborative design among groups of students working in PC-based and Multi-touch table conditions to determine the potential of the Multi-touch table to increase the effectiveness of collaboration during software design. The literature includes several interesting studies reflecting the role of Multi-touch tables in enhancing collaborative activities. Research has found that Multi-touch tables increase group interaction and therefore increase the attainment of group goals. Although many research efforts have facilitated collaboration among users in software design using Unified Modelling Language (UML), these studies examined distributed collaboration and not face-to-face collaboration. However, existing research that studied facilitating co-located collaborative software design has some limitations such as using technologies that prevent parallel design activities. Collaborative software design using Multi-touch table has not been widely explored. A structured literature review revealed that no Multi-touch collaborative UML design tool is available. Thus, a Multi-touch enabled tool called MT-CollabUML was developed for this study to encourage students to work collaboratively on software design using UML in a co-located setting. Eighteen master’s level students enrolled in the Software Engineering for the Internet module were selected to participate in the study. The participants formed nine pairs. The experiment followed a counterbalanced within-subjects design where groups switched experiment conditions to ensure each group used the Multi-touch table and PC-based conditions. All collaborative UML diagramming activities were video recorded for quantitative and qualitative analysis. Results show that using the MT-CollabUML tool in the Multi-touch table condition enhanced the level of collaboration among the team members and increased their shared contribution. It also increased the equity of participation; the individuals contributed almost equally to the task, and single-person domination decreased in the Multi-touch condition. Results also show that the Multi-touch table encourages parallel-participative design where both group members work in a parallel manner to accomplish the final agreed-upon design. The analysis of verbal communication shows that both experiment conditions encouraged subjects to use collaborative learning skills