Poking fun at the surface: exploring touch-point overloading on the multi-touch tabletop with child users

In this paper a collaborative game for children is used to explore touch-point overloading on a multi-touch tabletop. Understanding the occurrence of new interactional limitations, such as the situation of touch-point overloading in a multi-touch interface, is highly relevant for interaction designers working with emerging technologies. The game was designed for the Microsoft Surface 1.0 and during gameplay the number of simultaneous touch-points required gradually increases to beyond the physical capacity of the users. Studies were carried out involving a total of 42 children (from 2 different age groups) playing in groups of between 5-7 and all interactions were logged. From quantitative analysis of the interactions occurring during the game and observations made we explore the impact of overloading and identify other salient findings. This paper also highlights the need for empirical evaluation of the physical and cognitive limitations of interaction with emerging technologies

Supporting the Mobile In-situ Authoring of Locative Media in Rural Places: Design and Expert Evaluation of the SMAT app

Providing users with carefully authored Locative media experiences (which can be consumed via their GPS equipped smartphones or tablets) has significant potential for fostering a strong engagement with their current surroundings. However, the availability of mobile tools to support the authoring of locative media experiences in-situ, and by non-technical users, remains scarce. In this article we present the design and field-trial expert evaluation of a mobile app developed under the SHARC project (Investigating Technology Support for the Shared Curation of Local History in a Rural Community). The app is named SMAT (SHARC Mobile Authoring Tool) and supports the authoring of Locative Media experiences with a focus on the creation of POIs (Points of Interest) and associated geo-fences which trigger the pushed delivery of media items such as photos, audio clips, etc. One important requirement of SMAT is the ability to support authoring in places where connectivity is intermittent or unavailable, e.g. many rural areas

Constructing the Cool Wall: A Tool to Explore Teen Meanings of Cool

This paper describes the development and exploration of a tool designed to assist in investigating ‘cool’ as it applies to the design of interactive products for teenagers. The method involved the derivation of theoretical understandings of cool from literature that resulted in identification of seven core categories for cool, which were mapped to a hierarchy. The hierarchy includes having of cool things, the doing of cool activities and the being of cool. This paper focuses on a tool, the Cool Wall, developed to explore one specific facet of the hierarchy; exploring shared understanding of having cool things. The paper describes the development and construction of the tool, using a heavily participatory approach, and the results and analysis of a study carried out over 2 days in a school in the UK. The results of the study both provide clear insights into cool things and enable a refined understanding of cool in this context. Two additional studies are then used to identify potential shortcomings in the Cool Wall methodology. In the first study participants were able to populate a paper cool wall with anything they chose, this revealed two potential new categories of images and that the current set of images covered the majority of key themes. In the second study teenagers interpretations of the meaning of the images included in the Cool Wall were explored, this showed that the majority of meanings were as expected and a small number of unexpected interpretations provided some valuable insights

Risky Business? An Analysis of Teacher Characteristics and Compensation Preferences

Teacher quality has a significant impact on both student learning gains and later life outcomes. With this is mind, policymakers implement reforms to attract and retain more effective educators. A major obstacle for designing these policies is that the ingredients for training, as well as initially identifying, effective teachers remain largely a mystery. However, there are strong theoretical arguments for certain education policy reforms producing improvements in the quality of the teacher workforce. One increasingly popular example is performance-based pay. Performance pay has the potential to better align teachers\u27 incentives to produce increases in student achievement. Paying teachers based on students\u27 learning gains, rather than years of experience, increases lifetime earnings for effective teachers which could attract and retain higher-caliber educators. However, since performance-based pay programs rarely last longer than a few years and tend to be small in scale, researchers have not been able to evaluate how changing the compensation structure affects the composition of the teacher workforce. I provide preliminary evidence for how implementing a performance-based pay program could impact the teacher workforce. Based on analyses from three studies, I conclude that individuals who enter the teaching profession are significantly more risk averse than individuals entering other professions. This finding supports a common stereotype about teachers and possibly provides an explanation for their resistances to education reforms such as merit pay, even when such policies are fairly popular with the rest of the general public. In a follow-up study, the preferences of teachers with a preference for performance-based pay are compared to those of other teachers. The hypothesis of this study is that changing a central component of teacher compensation, the step and lane pay scale, is likely to attract less risk-averse employees. The evidence from this study is inconclusive but suggests that performance pay might alter the composition of the teacher workforce by either attracting more risk-loving teachers to the classroom or deterring relatively risk-averse individuals from entering the profession. Finally, I link teachers\u27 risk and performance pay preferences to measures of teacher quality. I find that teachers who are the least supportive of performance pay are actually more effective in the classroom. This result contradicts the argument that a compositional shift from performance-based pay will necessarily improve teacher quality. This finding is somewhat counterintuitive but is possibly explained by prior research on the negative relationship between intrinsic or mission-driven motivations and the introduction of performance-based financial incentives

The Arts Advantage: Impacts of Arts Education on Boston Students

Launched in 2009, BPS Arts Expansion, the public-private partnership led by the Boston Public Schools Visual and Performing Arts Department and EdVestors, brings together local foundations, the school district, arts organizations, higher education institutions, and the Mayor's Office to focus on a coherent, sustainable approach to quality arts education for all BPS students. This collaboration of local leaders along with students, families, and school staff, has enabled Boston to emerge as a national leader among urban districts working to expand arts education.The purpose of this study is to examine how access to arts education in BPS influences education outcomes pertaining to student social emotional and academic outcomes as well as parent and teacher perspectives regarding school climate. This research strengthens the case for quality arts education for every student, finding significant evidence increases in arts education lead to improvements on a range of indicators of student and parent school engagement

Effects of the PCYC Catalyst outdoor adventure intervention program on youths' life skills, mental health, and delinquent behaviour

This study used mixed methods to examine the effects of an Australian outdoor adventure intervention on youth-at-risks' life effectiveness, mental health, and behavioural functioning. The sample consisted of 53 adolescents who completed a Catalyst program conducted by the Queensland Police-Citizens Youth Welfare Association, a non-profit organisation, in Queensland, Australia. The program involved 15 programming days over a 10–12-week period. There were small to moderate short- and longer-term improvements in life effectiveness, psychological well-being, and several aspects of behavioural conduct. There were no positive longer-term impacts on psychological distress and some aspects of behaviour. Thematic analysis of 14 participant interviews identified six major themes: overcoming challenging backgrounds, contending with adversity, personal development, social development, motivation to work for change, and a more optimistic outlook on the future. Further research utilising a comparison group, multiple sources of data, and a larger sample could help to qualify results and increase generalisability

Should we measure professionalism with an index? A note on theory and practice in state legislative professionalism research

Legislative professionalism has played a prominent role in state politics research for decades. Despite the attention paid to its causes and consequences, recent research has largely set aside questions about professionalism’s conceptualization and operationalization. Usually measuring it as an aggregate index, scholars theoretically and empirically treat professionalism as a unidimensional concept. In this article, we argue that exclusive use of aggregate indices can limit state politics research. Using a new dataset with almost 40 years of data on state legislative resources, salary, and session length, we reconsider the validity of using an index to study professionalism across the states. We evaluate the internal consistency of professionalism components over time, the relationship between components and the Squire Index, and the degree to which professionalism components are unidimensional using classical multidimensional scaling. We find enough commonality and enough variation between professionalism components to support a range of measurement strategies like the use of unidimensional indices (such as the Squire Index), disaggregating the components and analyzing their effects individually, or formulating multidimensional measures. Scholars should take care to choose the appropriate measure of the concept that best fits the causal relationships under examination

"Working with Teenagers within HCI Research: Understanding Teen-Computer Interaction"

There has been limited consideration of teenagers (defined as 12-19 year olds in this work) as participants and end-users in Child-Computer Interaction and mainstream HCI communities. Teenagers reside in a fascinating and dynamic space between childhood and adulthood, and working more closely with teenagers within HCI may bring great insights and benefits. This paper provides an overview of teenage development from a psychological perspective, and then reviews existing work considering teenagers within HCI. Teenagers have long been identified as unique and studied within the field of developmental psychology, and the overview we provide in this paper highlights key understandings that should be carefully considered when working with teen participants. The paper concludes by presenting a set of key research questions that need to be explored in order to effectively work with teenagers within the field of HCI and provide a roadmap for future research within the Teen-Computer Interaction area

The Arts Advantage: Impacts of Arts Education on Boston Students - Full Report

Launched in 2009, BPS Arts Expansion, the public-private partnership led by the Boston Public Schools Visual and Performing Arts Department and EdVestors, brings together local foundations, the school district, arts organizations, higher education institutions, and the Mayor's Office to focus on a coherent, sustainable approach to quality arts education for all BPS students. This collaboration of local leaders along with students, families, and school staff, has enabled Boston to emerge as a national leader among urban districts working to expand arts education.The purpose of this study is to examine how access to arts education in BPS influences education outcomes pertaining to student social-emotional and academic outcomes as well as parent and teacher perspectives regarding school climate. This research strengthens the case for quality arts education for every student, finding significant evidence increases in arts education lead to improvements on a range of indicators of student and parent school engagement.