Multi-Display Environments to Foster Emotional Intelligence in Hospitalized Children

© Owner/Author 2015. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in Interacción '15 Proceedings of the XVI International Conference on Human Computer Interactionhttp://dx.doi.org/10.1145/2829875.2829880Long-term and frequent hospitalized children are under high loads of emotional stress, which affects their well-being in addition to the illness they are suffering. This thesis proposes and will focus on an approach to use Multi-Display Environments (MDE) in pediatric hospitalization contexts to improve patients’ emotional intelligence so they can deal with the negative emotions produced by their situation.This work is supported by Spanish MINECO (TIN2010-20488 and TIN2014-60077-R), from Universitat Politècnica de València (UPV-FE-2014-24), and from GVA (APOSTD/2013/013 and ACIF/2014/214).García Sanjuan, F.; Jaén Martínez, FJ.; Catalá Bolós, A. (2015). Multi-Display Environments to Foster Emotional Intelligence in Hospitalized Children. ACM. https://doi.org/10.1145/2829875.2829880SGal, E., Bauminger, N., Goren-Bar, D., et al. Enhancing Social Communication of Children with High-functioning Autism Through a Co-located Interface. AI & Society 24, 1 (2009), 75--84.Hornecker, E., Marshall, P., Dalton, N.S., and Rogers, Y. Collaboration and Interference: Awareness with Mice or Touch Input. CSCW '08, ACM (2008), 167--176.Kaminski, M., Pellino, T., and Wish, J. Play and Pets: The Physical and Emotional Impact of Child-Life and Pet Therapy on Hospitalized Children. Children's Health Care 31, 4 (2002), 321--335.Mandryk, R.L., Inkpen, K.M., Bilezikjian, M., Klemmer, S.R., and Landay, J.A. Supporting children's collaboration across handheld computers. CHI EA '01, ACM (2001), 255--256.Morris, M.E., Marshall, C.S., Calix, M., Al Haj, M., MacDougall, J.S., and Carmean, D.M. PIXEE: Pictures, Interaction and Emotional Expression. CHI EA '13, ACM (2013), 2277--2286.Ohta, T. and Tanaka, J. Pinch: an interface that relates applications on multiple touch-screen by `pinching' gesture. ACE '12, Springer-Verlag (2012), 320--335.Ohta, T. Dynamically reconfigurable multi-display environment for CG contents. ACE '08, ACM (2008), 416.Rick, J., Marshall, P., and Yuill, N. Beyond One-size-fits-all: How Interactive Tabletops Support Collaborative Learning. IDC '11, ACM (2011), 109--117

Designing a mobile academic peer support system

In this paper, we discuss work in progress into the design of a mobile academic peer support system that enables 11-to-14 year old children to request and provide academic help to each other. Our proposed system was designed based on background research into the areas of peer learning, child development, help-seeking and academic motivation. Several methods, such as focus groups, interviews and Wizard of Oz, were used during the requirements gathering and initial testing stages. The proposed system is currently under development and will be tested in a study with school-pupils, over an extended period of time, in the next few months

Using graphs to represent physical phenomena in a fourth grade classroom

This study examined to what extent inquiry-based instruction supported with real-time graphing technology improves fourth grader\u27s ability to interpret graphs as representations of physical science concepts such as motion and temperature. This study also examined whether there is any difference between inquiry-based instruction supported with real-time graphing software and inquiry-based instruction supported with traditional laboratory equipment in terms of improving fourth graders\u27 ability to interpret motion and temperature graphs. Results of this study showed that there is a significant advantage in using real-time graphing technology to support fourth graders\u27 ability to read and interpret graphs

Revolutionizing history education : using augmented reality games to teach histories

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2005.Includes bibliographical references (leaves 154-162).In an ever-changing present of multiple truths and reconfigured histories, people need to be critical thinkers. Research has suggested the potential for using augmented reality (AR) games- location-based games that use wireless handheld devices to provide virtual game information in a physical environment-as educational tools. I designed "Reliving the Revolution" as a model for using AR games to teach historic inquiry, decision-making, and critical thinking skills. "Reliving the Revolution" takes place in Lexington, MA, the site of the Battle of Lexington (American Revolution) and simulates the activities of a historian, such as evidence collection and interpretation. Participants interact with virtual historic figures and gather virtual testimonials and evidence on the Battle, each triggered by GPS to appear on the handheld devices depending on one's specific location on or around the Lexington Common. The participants collect differing evidence based on their historic role in the game (Minuteman soldier, loyalist, African American/Minuteman soldier, or British soldier) and then collaboratively evaluate who fired the first shot to start the Battle of Lexington.(cont.) I envision "Reliving the Revolution" not as a standalone educational solution, but as an activity integrated into a broader history curriculum that teaches students how to approach and evaluate complex social problems. This thesis provides a detailed rationale for each of my design choices, as well as an assessment of each choice based on the results of iterative game testing. In my analysis of the game's design, I focus specifically on four game elements: (1) collaborative, (2) role-playing, (3) storytelling or narrative elements; and (4) kinesthetic and mobility. Results of trials of the game suggest that "Reliving the Revolution" and similar AR games can enhance the learning of: (1) historical name, places, and themes; (2) historical methodology and the limits to representations of the past; and (3) alternative perspectives and challenges to "master" historical interpretations. The game motivated participants to gather, evaluate, and interpret historical information, devise hypotheses and counter-arguments, and draw informed conclusions.(cont.) My trials also suggested that AR games such as "Reliving the Revolution" can enhance learning because it can: 1. Create an authentic "practice field" for solving problems and using real-world contexts and tools. 2. Increase the potential for collaboration among participants, and enhance opportunities for reflection. 3. Enable participants to take on and express new identities through role-playing. 4. Encourage participants to explore more deeply a physical site and to consider interactions between the real and virtual worlds.by Karen L. Schrier.S.M

Designing for the Cooperative Use of Multi-user, Multi-device Museum Exhibits.

This work explores software-based museum exhibits that allow groups of visitors to employ their own personal mobile devices as impromptu user interfaces to the exhibits. Personal devices commandeered into service in this fashion are dubbed Opportunistic User Interfaces (O-UIs). Because visitors usually prefer to engage in shared learning experiences, emphasis is placed on how to design software interfaces to support collaborative learning. To study the issue, a Design-Based Research approach was taken to construct an externally valid exemplar of this type of exhibit, while also conducting more traditional experiments on specific features of the O-UI design. Three analyses, of – (1) museums as a context, (2) existing computer-based museum exhibits, and (3) computer support of collaborative processes in both work and classroom contexts – produced guidelines that informed the design of the software-based exhibit created as a testbed for O-UI design. The exhibit was refined via extensive formative testing on a museum floor. The experimental phase of this work examined the impact of O-UI design on (1) the visual attention and (2) collaborative learning behaviors of visitors. Specifically, an O-UI design that did not display any graphical output (the “simple” condition) was contrasted against an O-UI design that displayed multi-element, dynamically animated graphics (the “complex” condition). The “complex” O-UIs promoted poor visual attention management, an effect known as the heads-down phenomenon, wherein visitors get so enmeshed with their O-UIs that they miss out on the shared context, to the detriment of group outcomes. Despite this shortcoming, the “complex” O-UIs better promoted goal awareness, on-task interactions between visitors, and equity in participation and performance. The tight output coupling (visitors see only one shared display) of the “simple” O-UI condition promoted emergent competition, and it encouraged some visitors (especially males) to become more engaged than others. Two design recommendations emerge: (1) incorporating devices with private displays (O-UIs with output) as interfaces to a single large display better promotes collaboration (especially equity), and (2) O-UIs with “complex” displays may be used in museum exhibits, but visitors would benefit from mechanisms to encourage them to direct their attention to the shared display periodically.Ph.D.Computer Science & EngineeringUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/61771/1/ltoth_1.pd