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Interacting with Technology
Introduction to Unit and Lecture 1: Children, Schools and
Technology use
Dr. Danaë Stanton Fraser
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Interacting with Technology 2010
Goals of this Unit• The course will explore the effects of emerging
technology paradigms on a range of psychology research areas including: spatial, educational and methodological issues.
• After completing the unit you should:– Understand debates centred around methodology in the
area of evaluating new technology. – Be familiar with current debates and their implications for
the continuing development of theory and methodology. – Be able to present a critical perspective on the issues. – Be up-to-date with the state of the art in industrial and
academic research projects in this area.
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Interacting with Technology 2010
Unit structure1st part of course lectures
Topics include :• Children and technology • Space cognition• Evaluating ‘in the wild’• Case studies
2nd part of course presentations by students30 minutes presentation, followed by questions and
general discussion
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Interacting with Technology 2010
References and slides
• References will appear at the end of the lecture slides. For your presentations you will be expected to have read widely.
Slides available online at:
http://staff.bath.ac.uk/pssds/IWT.html
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Interacting with Technology 2010
Assessment
2 assessed courseworks:
• Presentation (20%)
• Report (80%)
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Interacting with Technology 2010
Presentations
• There are a choice of topics related to the course:
• Discuss the merits and drawbacks of technology design partnerships? • Is the use of ‘new technology’ beneficial to children’s education?• Is it better to evaluate in the lab or ‘in the wild’? Discuss.
• Presentations will take place in the final three lectures
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Report
• Individually written• The essay can address the same question as the oral
presentation • 2000-2500 words• Refer to other presentations where possible.• Deadline:12 noon Tuesday 18th May 2010
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Interacting with Technology 2010
Ubiquitous Technology• Third wave of computing
– 1940s to 1970s Many people one computer– 1980s to 1990s One person one computer– 2000 onwards One person many computers–
• Three psychology themes for interaction effects of ‘ubicomp’– Education: children and technology – Spatial cognition: from virtual to real– Methodology: evaluating ‘in the wild’
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Children, schools and technology
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Interacting with Technology 2010
Introduction
• Traditional technologies in subservient role to Psychology– Methods of recording and storing data
• e.g. desktop computers used to time reactions– Domains of data gathering
• e.g. digital video recording enables repeatable analysis of behaviour– Methods of conducting experiments
• software provides reproducible experiences during experiments– Access to people
• Larger numbers of participants possible in on-line surveys or questionnaires
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Interacting with Technology 2010
Evaluating in the Wild
• New technologies also provide an interesting domain for study– New possibilities for collaboration and changing
methods of communication (e.g. telephone, email, SMS, videoconferencing, …)
– The Shared Desktop– Sensors and Context– Mobile Systems
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Working with schools (1)
• Education– Working with schools versus testing in schools
• The practicalities: consent, ethics, relationship with user group, OFSTED, SATS
• Designing within the physical, social and organisational constraints of a real classroom
• Children as partners versus informants
• Design methods
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Interacting with Technology 2010
Working with schools (2)
• How to gain access to schools• Ethics approval – school policies• Consent forms to parents
– Through school– Include use of video recordings (research
papers now often go on the web)– Teacher’s approval
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Interacting with Technology 2010
Designing with or for?
• Different ways of designing and working with user groups
– Design partners – Informants– “Subjects”/Participants
• See Druin et al., 1999
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Participatory design
• Involve users as members of the design team from the start
• Methods of communication– brain (and body) storming– pen and paper interface walkthroughs– paper/cardboard mockups– early prototypes
• emerged from Scandinavia
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Designing with Children
• Children and teachers involved in the design process.
• Work intensively with teachers and children in school to design and develop technologies to be integrated into the classroom?
• Interdisciplinary team? Those developing the technology should also go to the school!
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Interacting with Technology 2010
Designing with Children
• Integrating with the National Curriculum?
• The physical nature of the classroom means that children are continually divided into small groups
• Iterative design sometimes slower development of technology but a more ‘integrated’ and ‘usable’ product.
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Interacting with Technology 2010
Traditionally
• Computer in the corner of the classroom• Computer lessons not linked to domain• Individual use of machine, or• Possibility for input < number of children per device• Children and teachers not actively involved in the
design of the technology being used
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New Technologies: The Shared Desktop
• Working in pairs and groups can have advantageous effects on learning and development (Rogoff, 1990; Wood and O’Malley, 1996)
• Role of the computer unique in the way that it can structure collaborative activity (Littleton, 1999)
• Traditionally computer hardware and software designed with one user in mind
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• KidStory project - Developing collaborative storytelling technologies for children aged 5-7
• Learning in class is a social activity - focus on group work
• Designing within the physical, social and organisational constraints of a real classroom
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Interacting with Technology 2010
Collaborative Desktop
Single Display Groupware - allows two co-located users to interact with a system simultaneously
Example: KidPad – a 2D drawing package with zooming
www.kidpad.org
Studies carried out to examine the effect of multiple mice on childrens collaborative behaviour
Applications: storytelling, digital libraries
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Interacting with Technology 2010
Collaborative Desktop:KidPad
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An evaluation study: Collaborative behaviour around the
computer
• An exploratory study to examine the effect of multiple mice on children’s dialogue and interaction
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Interacting with Technology 2010
• Single Display Groupware - allows to co-located users to interact with a system simultaneously
• Inkpen et al (1995, 1997, 1999) found significant learning improvements - higher levels of activity and less off task behaviour
• Abnett et al (2001) gender effects.
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Method
• Participants - 24 children from an infant school in Nottingham. Aged 6-7 years.
• Apparatus - KidPad a shared 2D drawing tool with a zooming interface (Druin et al, 1997).
• Task - Creative task carried out by pairs of children using one or two mice.
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• Procedure
Recreate a poem in KidPadChildren encouraged to work together20 minutesVideo capture of the computer screen and the children
were mixed An analysis of the process of collaboration
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Results
Use of two mice:
Greater degree of engagement in task
more total time spent on creation
symmetry of mouse use
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Asymmetry with one mouse
0% 20% 40% 60% 80% 100%
Pair 3
Pair 5
Pair 7
Pair 9
Pair 11
Pair 13
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Symmetry with 2 mice
0% 20% 40% 60% 80% 100%
Pair 2
Pair 4
Pair 6
Pair 8
Pair 10
Pair 12
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Examination of behaviour in depth
• Coding scheme developed to capture types of talk, physical interaction and their relationship with the on screen product
• Qualitative analysis
• The development of the car in the poem analysed for each pair (5minutes)
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Characteristics and Behavioural styles observed
Interaction with 2 mice
Common themesVerbalisation of actionLittle reciprocity or elaboration of ideasActive division of tasks - working in parallelStill cases of dominant behaviour by one partner
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Video
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Interacting with Technology 2010
Interaction with one mouse
More of a mix of behavioursGood collaboration - long discussion of ideas,
reciprocity followed by input of joint ideas, conflict followed by compromise
Conflict not resolved, high degree of negativity about others work
Domination by one partner
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Interacting with Technology 2010
References (1)Abnett, C., Stanton, D., Neale, H and O’Malley (2001) The effect of multiple input devices on collaboration and
gender issues. In the Proceedings of European Perspectives on Computer-Supported Collaborative Learning (EuroCSCL) 2001, March 22-24, Maastricht, the Netherlands. P.29-36.
Druin, A., Stewart, J., Proft, D., Bederson, B., Hollan, J. (1997). KidPad: A design collaboration between children, technologists, and educators. Proceedings of CHI’97, Atlanta, GA.
Druin, A. (2002). The Role of Children in the Design of New Technology. Behaviour and Information Technology, 21(1) 1-25.
Inkpen, K., Booth, K.S., Klawe, M., and Upitis, R. (1995). Playing Together Beats Playing Apart, Especially for Girls. Proceedings of Computer Supported Collaborative Learning (CSCL) '95. Lawrence Erlbaum Associates, 177-181.
Inkpen, K. M., Booth, K. S., Klawe, M., & McGrenere, J. (1997). The Effect of Turn-Taking Protocols on Children's Learning in Mouse-Driven Collaborative Environments. In Proceedings of Graphics Interface (GI 97) Canadian Information Processing Society, pp. 138-145.
Inkpen, K.M., Ho-Ching, W., Kuederle, O., Scott, S.D. & Shoemaker, G.B.D. (1999) ‘This is fun! We’re all best friends and we’re all playing’: Supporting children’s synchronous collaboration. In Proceedings of Computer Supported Collaborative Learning (CSCL99) (eds. C.M. Hoadley & J. Roschelle) pp. 252–259. Lawrence Erlbaum, Hillsdale, NJ.
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References (2)Littleton, K. (1999). Productivity through interaction: An overview. In K. Littleton and P. Light (Eds.) Learning with Computers:
Analysing productive interaction. Routledge. London p.179-194.
Rogers, Y, Price, S., Randell, C, Stanton Fraser, D., Weal M. and Fitzpatrick, G. (2005). Ubi-learning: Integrating Indoor and Outdoor Learning Experiences. Communications of the ACM. January 2005/Vol. 48, No. 1
Rogoff, B., Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press, 1990.
Stanton, D., Neale, H. and Bayon, V. (2002) Interfaces to support children's co-present collaboration: multiple mice and tangible technologies. Computer Support for Collaborative Learning. (CSCL) 2002. ACM Press. Boulder, Colorado, USA. January 7th-11th.p.342-352
Stanton, D. and Neale, H. (2003). Collaborative Behaviour around a computer: the effect of multiple mice on children’s talk and interaction. Journal of Computer Assisted Learning (JCAL), Blackwell, Vol. 19, no. 2, pp. 229-239.
Wood, D., & O'Malley, C., Collaborative learning between peers: An overview. Educational Psychology in Practice, 11(4), 4-9, 1996