TACOTAC : Table augmentée et tangible pour des activités pédagogiques collaboratives

DémonstrationIn this demonstration paper we present TACOTAC a mixed-reality pedagogical environment made for collaborative learning activities in a scholar context. This environment allows users to manipulate both physical and projected-digital documents. TACOTAC allows users to accomplish among other sorting and classification tasks along with the creation of mind maps.Dans cette démonstration nous présentons TACOTAC, un envi- ronnement pédagogique en réalité mixte conçu pour des activités d’apprentissage collaboratives en contexte scolaire. Cet environne- ment permet de manipuler à la fois des documents physiques et numérique projetés. TACOTAC permet aux utilisateurs de réaliser notamment des tâches de tri, de classification de documents et la création de cartes mentales

Design and Evaluation of a Mixed-Reality Interface for Collaborative Learning at School

International audienceTraditional user interfaces such as WIMP (Window, Icon, Menu, Pointer) interfaces are widespread in schools and have been proven to be useful in many scenarios. Unfortunately, they have shown to be unfit in the case of collaborative learning. Indeed, this type of activity at school is mainly based on physical interactions with paper, objects and often happened around a table. However, technologies have evolved and interfaces that support rich 3D interactions are becoming more and more used by HCI researchers to go beyond the paradigm of screens, mice and keyboards. In this paper, we present doctoral research that proposes to overcome current usages in classrooms by exploiting the advantages of hybrid environments for collaborative learning. We based these interfaces on tangible user interactions and spatial augmented reality that support collaboration and physical manipulation of digital content in an unique hybrid space. Interactions will be designed by applying instructional design principles as well as learning theories from cognitive science and education science. This paper also presents first results of our ongoing work as well as future directions that will involve focus groups with practitioners and experiments in classrooms

The Use of Eye-tracking in Information Systems Research: A Literature Review of the Last Decade

Eye-trackers provide continuous information on individuals’ gaze behavior. Due to the increasing popularity of eye- tracking in the information systems (IS) field, we reviewed how past research has used eye-tracking to inform future research. Accordingly, we conducted a literature review to describe the use of eye-tracking in IS research based on a sample of 113 empirical papers published since 2008 in IS journals and conference proceedings. Specifically, we examined the methodologies and experimental settings used in eye-tracking IS research and how eye-tracking can be used to inform the IS field. We found that IS research that used eye-tracking varies in its methodological and theoretical complexity. Research on pattern analysis shows promise since such research develops a broader range of analysis methodologies. The potential of eye-tracking remains unfulfilled in the IS field since past research has mostly focused on attention-related constructs and used fixation count metrics on desktop computers. We call for researchers to utilize eye-tracking more broadly in IS research by extending the type of metrics they use, the analyses they perform, and the constructs they investigate

Investigation and development of a tangible technology framework for highly complex and abstract concepts

The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits. Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science. In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling students’ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (μ = 25.8%) and student satisfaction (μ = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations