An in-the-wild study of learning to brainstorm: Comparing cards, tabletops and wall displays in the classroom

© 2016 The Author 2016. Published by Oxford University Press on behalf of The British Computer Society. Single display interactive groupware interfaces have the potential to effectively support small group work in classrooms. Our work aimed to gain understanding needed to realize that potential. First, we wanted to study how learners use these large interactive displays, compared with a more traditional method within classrooms. Second, we wanted to fill gaps in the current understanding of the effectiveness of interactive tables versus walls. Third, we wanted to do this out of the laboratory setting, in authentic classrooms, with their associated constraints. We conducted an in-the-wild study, with 51 design students, working in 14 groups, learning the brainstorming technique. Each group practiced brainstorming in three classrooms: one with vertical displays (walls); another with multi-touch tabletops; and the third with pens and index cards. The published literature suggested that tabletops would be better than the other conditions for key factors of cooperative participation, mutual awareness, maintaining interest and affective measures. Contrary to this, we found that the horizontal and vertical displays both had similar levels of benefit over the conventional method. It was only for affective measures that tabletops were better than walls. All conditions were similar for our several measures of outcome quality. We discuss the implications of our findings for designing future classrooms

Messy Tabletops: Clearing Up The Occlusion Problem

When introducing interactive tabletops into the home and office, lack of space will often mean that these devices play two roles: interactive display and a place for putting things. Clutter on the table surface may occlude information on the display, preventing the user from noticing it or interacting with it. We present a technique for dealing with clutter on tabletops which finds a suitable unoccluded area of the display in which to show content. We discuss the implementation of this technique and some design issues which arose during implementation

Rethinking 'multi-user': an in-the-wild study of how groups approach a walk-up-and-use tabletop interface

Multi-touch tabletops have been much heralded as an innovative technology that can facilitate new ways of group working. However, there is little evidence of these materialising outside of research lab settings. We present the findings of a 5-week in-the-wild study examining how a shared planning application – designed to run on a walk-up- and-use tabletop – was used when placed in a tourist information centre. We describe how groups approached, congregated and interacted with it and the social interactions that took place – noting how they were quite different from research findings describing the ways groups work around a tabletop in lab settings. We discuss the implications of such situated group work for designing collaborative tabletop applications for use in public settings

How do interactive tabletop systems influence collaboration?

This paper examines some aspects of the usefulness of interactive tabletop systems, if and how these impact collaboration. We chose creative problem solving such as brainstorming as an application framework to test several collaborative media: the use of pen-and-paper tools, the ‘‘around-the-table’’ form factor, the digital tabletop interface, the attractiveness of interaction styles. Eighty subjects in total (20 groups of four members) participated in the experiments. The evaluation criteria were task performance, collaboration patterns (especially equity of contributions), and users’ subjective experience. The ‘‘aroundthe-table’’ form factor, which is hypothesized to promote social comparison, increased performance and improved collaboration through an increase of equity. Moreover, the attractiveness of the tabletop device improved subjective experience and increased motivation to engage in the task. However, designing attractiveness seems a highly challenging issue, since overly attractive interfaces may distract users from the task

The Tabletop is Dead? - Long Live the Table's Top!

Research with interactive tabletop displays has shown much promise for collaborative scenarios. However, tabletops never became a commercial success and rarely exist outside the research community. Being relatively expensive, heavy and immobile hardware, and only limited availability of commercial applications were some of the reasons that these systems never made it into our offices or living rooms. The timing with the introduction of multi-touch smartphones and tablets, with their smaller form factor, better mobility, support for multi touch interaction, and an app-ecosystem, made large interactive surfaces look bulky and outdated. There is, however, a shift to an increasing number of mobile and ad-hoc scenarios, where mobile devices are used on a table’s top

Light on horizontal interactive surfaces: Input space for tabletop computing

In the last 25 years we have witnessed the rise and growth of interactive tabletop research, both in academic and in industrial settings. The rising demand for the digital support of human activities motivated the need to bring computational power to table surfaces. In this article, we review the state of the art of tabletop computing, highlighting core aspects that frame the input space of interactive tabletops: (a) developments in hardware technologies that have caused the proliferation of interactive horizontal surfaces and (b) issues related to new classes of interaction modalities (multitouch, tangible, and touchless). A classification is presented that aims to give a detailed view of the current development of this research area and define opportunities and challenges for novel touch- and gesture-based interactions between the human and the surrounding computational environment. © 2014 ACM.This work has been funded by Integra (Amper Sistemas and CDTI, Spanish Ministry of Science and Innovation) and TIPEx (TIN2010-19859-C03-01) projects and Programa de Becas y Ayudas para la Realización de Estudios Oficiales de Máster y Doctorado en la Universidad Carlos III de Madrid, 2010

Interactive tabletops in education

Interactive tabletops are gaining increased attention from CSCL researchers. This paper analyses the relation between this technology and teaching and learning processes. At a global level, one could argue that tabletops convey a socio-constructivist flavor: they support small teams that solve problems by exploring multiple solutions. The development of tabletop applications also witnesses the growing importance of face-to-face collaboration in CSCL and acknowledges the physicality of learning. However, this global analysis is insufficient. To analyze the educational potential of tabletops in education, we present 33 points that should be taken into consideration. These points are structured on four levels: individual user-system interaction, teamwork, classroom orchestration, and socio-cultural contexts. God lies in the detail

Around the table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions?

This paper presents a classroom study that investigated the potential of using touch tabletop technology to support children's collaborative learning interactions. Children aged 7-10 worked in groups of three on a collaborative planning task in which they designed a seating plan for their classroom. In the single-touch condition, the tabletop surface allowed only one child to interact with the digital content at a time. In the multiple-touch condition, the children could interact with the digital content simultaneously. Results showed that touch condition did not affect the frequency or equity of interactions, but did influence the nature of children's discussion. In the multiple-touch condition, children talked more about the task; in the single-touch condition, they talked more about turn taking. We also report age and gender differences

Towards a teacher-centric approach for multi-touch surfaces in classrooms

The potential of tabletops to enable simultaneous interaction and face-to-face collaboration can provide novel learning opportunities. Despite significant research in the area of collaborative learning around tabletops, little attention has been paid to the integration of multi-touch surfaces into classroom layouts and how to employ this technology to facilitate teacher-learner dialogue and teacher-led activities across multi-touch surfaces. While most existing techniques focus on the collaboration between learners, this work aims to gain a better understanding of practical challenges that need to be considered when integrating multi-touch surfaces into classrooms. It presents a multi-touch interaction technique, called TablePortal, which enables teachers to manage and monitor collaborative learning on students' tables. Early observations of using the proposed technique within a novel classroom consisting of networked