The Use of Multiple Slate Devices to Support Active Reading Activities

Reading activities in the classroom and workplace occur predominantly on paper. Since existing electronic devices do not support these reading activities as well as paper, users have difficulty taking full advantage of the affordances of electronic documents. This dissertation makes three main contributions toward supporting active reading electronically. The first contribution is a comprehensive set of active reading requirements, drawn from three decades of research into reading processes. These requirements explain why existing devices are inadequate for supporting active reading activities. The second contribution is a multi-slate reading system that more completely supports the active reading requirements above. Researchers believe the suitability of paper for active reading is largely due to the fact it distributes content across different sheets of paper, which are capable of displaying information as well as capturing input. The multi-slate approach draws inspiration from the independent reading and writing surfaces that paper provides, to blend the beneficial features of e-book readers, tablets, PCs, and tabletop computers. The development of the multi-slate system began with the Dual-Display E-book, which used two screens to provide richer navigation capabilities than a single-screen device. Following the success of the Dual-Display E-book, the United Slates, a general-purpose reading system consisting of an extensible number of slates, was created. The United Slates consisted of custom slate hardware, specialized interactions that enabled the slates to be used cooperatively, and a cloud-based infrastructure that robustly integrated the slates with users' existing computing devices and workflow. The third contribution is a series of evaluations that characterized reading with multiple slates. A laboratory study with 12 participants compared the relative merits of paper and electronic reading surfaces. One month long in-situ deployments of the United Slates with graduate students in the humanities found the multi-slate configuration to be highly effective for reading. The United Slates system delivered desirable paper-like qualities that included enhanced reading engagement, ease of navigation, and peace-of-mind while also providing superior electronic functionality. The positive feedback suggests that the multi-slate configuration is a desirable method for supporting active reading activities

An Examination of the Effects of Mode of Access on the Computerized Revised Token Test

Background: The Computerized Revised Token Test (CRTT) was recently developed to improve the reliability and accessibility of the Revised Token Test (RTT). The CRTT was standardized using a touchscreen monitor; however, for various reasons, clinicians may need to use a mouse for test administration. In general, research suggests that younger individuals who are familiar with computers are more accurate and prefer to use a mouse. However, this may not be the case for brain-damaged persons with physical limitations. Thus, comparable performance when different input devices are used cannot be assumed. Aims: The purpose was to investigate similarities and differences between participants' performance on subtest and overall scores obtained from touchscreen versus mouse on the CRTT. The study also examined the test-retest reliability of the CRTT when different input devices were used and user preference.Methods & Procedures: Forty young, healthy adults participated in this study. All participants were native English speakers, and had no history of a speech, language, or learning disability. Participants passed a language screening, the Story Retell Procedure (SRP) (McNeil, Doyle, Park, Fossett, & Brodsky, 2002). Each participant took the CRTT with both modes of access, a mouse and a touchscreen, with their non-dominant hand. One-half (20) of the participants were administered both versions of the CRTT a second time. Additionally, all participants answered a preference questionnaire.Outcomes & Results: The results revealed that touchscreen overall scores were significantly higher than mouse scores. There were also significant differences on six of the ten subtests. The test-retest reliability for both versions was equivalent and not significantly different. The results indicated a significant preference for the touchscreen.Conclusions: While the touchscreen access method produced significantly higher subtest and overall CRTT scores than the mouse access method, along with equivalent reliability performance in this young normal participant population, it is not clear that it should be used as the preferred access method. If successful algorithms for equating the previously established psychometric data and normative sample derived from the touchscreen access method can be generated, then there will be no need to re-standardize the test

Beyond writing: The development of literacy in the Ancient Near East

Previous discussions of the origins of writing in the Ancient Near East have not incorporated the neuroscience of literacy, which suggests that when southern Mesopotamians wrote marks on clay in the late-fourth millennium, they inadvertently reorganized their neural activity, a factor in manipulating the writing system to reflect language, yielding literacy through a combination of neurofunctional change and increased script fidelity to language. Such a development appears to take place only with a sufficient demand for writing and reading, such as that posed by a state-level bureaucracy; the use of a material with suitable characteristics; and the production of marks that are conventionalized, handwritten, simple, and non-numerical. From the perspective of Material Engagement Theory, writing and reading represent the interactivity of bodies, materiality, and brains: movements of hands, arms, and eyes; clay and the implements used to mark it and form characters; and vision, motor planning, object recognition, and language. Literacy is a cognitive change that emerges from and depends upon the nexus of interactivity of the components

You Can Check It Out But It Will Never Leave: Characterising Ebook Borrowing Patterns

What does it mean for a reader to borrow an ebook? Ebook technology means that borrowing can take different forms, for example printing and reading. We do not know, though, which of these options readers actually use. Ebook technology generates logs that allow us to understand ebook borrowing patterns over time, both by individual readers and in aggregate. Despite the ready availability of ebook logs, this area remains under-researched. In this paper we present an exploratory log analysis of ebook borrowing, comparing printing and reading, discovery patterns, single- and multiple-book sessions and identifying specific borrowing patterns

Social shaping of digital publishing: exploring the interplay between culture and technology

The processes and forms of electronic publishing have been changing since the advent of the Web. In recent years, the open access movement has been a major driver of scholarly communication, and change is also evident in other fields such as e-government and e-learning. Whilst many changes are driven by technological advances, an altered social reality is also pushing the boundaries of digital publishing. With 23 articles and 10 posters, Elpub 2012 focuses on the social shaping of digital publishing and explores the interplay between culture and technology. This book contains the proceedings of the conference, consisting of 11 accepted full articles and 12 articles accepted as extended abstracts. The articles are presented in groups, and cover the topics: digital scholarship and publishing; special archives; libraries and repositories; digital texts and readings; and future solutions and innovations. Offering an overview of the current situation and exploring the trends of the future, this book will be of interest to all those whose work involves digital publishing

The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis

AbstractMobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed

PAPIERCRAFT: A PAPER-BASED INTERFACE TO SUPPORT INTERACTION WITH DIGITAL DOCUMENTS

Many researchers extensively interact with documents using both computers and paper printouts, which provide an opposite set of supports. Paper is comfortable to read from and write on, and it is flexible to be arranged in space; computers provide an efficient way to archive, transfer, search, and edit information. However, due to the gap between the two media, it is difficult to seamlessly integrate them together to optimize the user's experience of document interaction. Existing solutions either sacrifice inherent paper flexibility or support very limited digital functionality on paper. In response, we have proposed PapierCraft, a novel paper-based interface that supports rich digital facilities on paper without sacrificing paper's flexibility. By employing the emerging digital pen technique and multimodal pen-top feedback, PapierCraft allows people to use a digital pen to draw gesture marks on a printout, which are captured, interpreted, and applied to the corresponding digital copy. Conceptually, the pen and the paper form a paper-based computer, able to interact with other paper sheets and computing devices for operations like copy/paste, hyperlinking, and web searches. Furthermore, it retains the full range of paper advantages through the light-weighted, pen-paper-only interface. By combining the advantages of paper and digital media and by supporting the smooth transition between them, PapierCraft bridges the paper-computer gap. The contributions of this dissertation focus on four respects. First, to accommodate the static nature of paper, we proposed a pen-gesture command system that does not rely on screen-rendered feedback, but rather on the self-explanatory pen ink left on the paper. Second, for more interactive tasks, such as searching for keywords on paper, we explored pen-top multimodal (e.g. auditory, visual, and tactile) feedback that enhances the command system without sacrificing the inherent paper flexibility. Third, we designed and implemented a multi-tier distributed infrastructure to map pen-paper interactions to digital operations and to unify document interaction on paper and on computers. Finally, we systematically evaluated PapierCraft through three lab experiments and two application deployments in the areas of field biology and e-learning. Our research has demonstrated the feasibility, usability, and potential applications of the paper-based interface, shedding light on the design of the future interface for digital document interaction. More generally, our research also contributes to ubiquitous computing, mobile interfaces, and pen-computing