The Complementarity of Tangible and Paper Interfaces in Tabletop Environments for Collaborative Learning

The current trend in Human-Computer Interaction aims at bridging the gap between the digital and the real world, exploring novel ways to engage users with computational devices. Computers take new forms that are better integrated into our environment and can be embedded in buildings, furniture or clothes. Novel forms of interfaces take advantage of people's intuitive knowledge of everyday objects to offer more direct and natural interactions. Tangible User Interfaces (TUIs) allow users to interact with digital objects through tangible artifacts, building on their rich physical affordances. Paper User Interfaces (PUIs) add digital capabilities to paper documents, synchronizing for instance their content with their digital counterpart. Unique properties of paper are also used to create engaging and intuitive interfaces to computer applications. This dissertation is interested in the complementarity of tangible and paper interfaces in tabletop environments. We introduce the concept of Tangible and Paper Environments (TaPEs) where Interactive Paper Forms (IPFs), a particular type of PUIs based on the paper form metaphor, are used as a complementary interface to a TUI. We evaluate the potential of IPFs to overcome two main shortcomings of TUIs, in terms of scalability and pedagogy. The scalability issue comes from the limited expressiveness of task-specific physical artifacts, which offer rich physical affordances but limit the complexity of applications that can be controlled by a TUI. The pedagogy issue is raised by the lack of consistent evidence regarding the use of physical manipulatives in educational settings, which is one of the main application domain of TUIs. IPFs overcome the scalability issue by offering a set of generic interaction elements that allow TaPEs to cope with applications of any complexity. In a pedagogical setting, IPFs present learners with abstract representation which facilitate understanding by the embodied and concrete representations offered by tangible artifacts. A TaPE, the Tinker Environment, has been developed with two logistics teachers in the context of the Swiss vocational training system. It consists of a warehouse physical small-scale model (TUI) and TinkerSheets, our implementation of IPFs. It aims at helping apprentices understand theoretical concepts presented at schools. We followed a Design-based Research (DBR) approach: ten studies were conducted during the development of the Tinker Environment in authentic classroom settings. Controlled experiments were conducted to address specific questions. v The general research questions concern the respective affordances of paper and tangible components of TaPEs. The analysis is not limited to usability aspects but also considers their impact on group problem-solving activities and their potential in terms of integration of the system in its context of use. A descriptive model is proposed, built around three interaction circles: individual (usability), group (collaboration) and context (integration). Results identify design guidelines that limit the impact of the less direct interaction modality offered by IPFs, allowing TaPEs to overcome the scalability issue while supporting rich interactions. At the group level, observations of groups of apprentices solving problems around the Tinker Environment show that the consistent physical interaction modality offered by TaPEs naturally supports collaborative interactions. Apprentices tend to take implicit roles based on their location around the system. Regarding the context circle, we observed that carefully designed IPFs play the role of bridges between offline and online activities and contribute to a tight integration of the system in a its context (i.e. a classroom). The specific research questions address the potential of the Tinker Environment in this pedagogical context and its appropriation by teachers. The observations conducted with the Tinker Environment show that the warehouse small-scale model reduces the complexity of problems and allows apprentices to engage in meaningful problem-solving activities. Controlled experiments comparing a TUI to a mulitouch interface demonstrate that tangible artifacts lead to a higher learning gain and an increased performance in a problem-solving activity. Collaboration quality and perceived playfulness are also improved. The teacher plays a central role in the use of the environment, guiding apprentices through activities and encouraging reflections during debriefing sessions. The design of IPFs, emphasizing either their interface or document nature, has a strong influence on their ability to support teachers. We finally discuss the two-way adaptation process that took place between teachers and the system during the development of the Tinker Environment.

Tangible Interfaces for Learning

Sébastien Cuendet

There have been many claims that Tangible User Interfaces (TUIs) can have a positive impact on learning. Alleged benefits include increasing usability, improving engagement and collaboration of students, and providing a better perception of the task, especially spatial ones. However, there exists little empirical data to back up these claims. Moreover, for all their potential benefits for learning, TUIs are still scarcely used in schools. This thesis explores these two issues in the specific context of vocational education and training of carpenter apprentices. The learning objectives concern spatial skills and in particular, the mapping between 2D and 3D representations. We study (1) whether TUIs can support the training of spatial skills, and if so what features allow them to do so, and (2) what kinds of classroom pedagogical scenarios TUIs can support. We follow a design-based research approach and run empirical studies, mostly in classrooms. The contributions of this thesis touch on three research domains:

Spatial skills. Our results show that TUIs can help teach spatial skills to carpenter apprentices. The tangible nature of TUIs can help the learner relate multiple representations of an object, especially for difficult problems. It can also lower the barrier to entry into a learning domain for beginners.
Learning with TUIs. According to our results, TUIs can benefit learning, but the mere fact of using TUIs does not guarantee learning. Instead, special attention needs to be given to the design of the TUI. Small design variations, such as the physical correspondence between the tangible object and its virtual representations, or the type and timing of feedback given to the user, can have a significant impact on learning.
Classroom technologies and orchestration. We explore several classroom pedagogical scenarios that TUIs can support. The most promising one is to use a TUI as part of a hybrid classroom learning activity that includes both TUI and non TUI steps. Additionally, we devise two ways to promote the integration of TUIs in classroom. First, we introduce 5 design principles that reduce the classroom orchestration load. Second, we show how new web technologies can be used to deploy TUIs in schools at a lower cost.

EPFL2013

Task Performance vs. Learning Outcomes: A Study of Tangible User Interface in Classroom Setting

Sébastien Cuendet, Pierre Dillenbourg, Patrick Jermann, Guillaume Zufferey

Tangible User Interfaces (TUIs) offer the potential to facilitate collaborative learning in new ways. This paper presents an empirical study that investigated the effects of a TUE in a classroom setting on task performance and learning outcomes. In the tangible condition, apprentices worked together around an interactive tabletop warehouse simulation using tangible inputs. In the paper condition, they performed the same activity with only paper and pens. Results showed that the tangible condition resulted in better task performance (more alternative solutions explored and better final solution) but did not affect learning outcomes, i.e. understanding of important concepts and applying them to a problem-solving question. We discuss reasons for this in terms of task structure and type, nature of tangible user interfaces and effective interaction requirements.

Springer2010

Designable Visual Markers for Mobile Human-Computer Interaction

Enrico Costanza

Visual markers are graphic symbols designed to be easily recognised by machines. They are traditionally used to track goods, but there is increasing interest in their application to mobile human-computer interaction (HCI). By scanning a visual marker through a camera phone, users can retrieve localised information and access mobile services. In particular the dissertation examines the application of visual markers to physical tagging: practices of association of digital information with physical items. One missed opportunity in current visual marker systems is that the markers themselves cannot be visually designed; they are not expressive to humans, and thus fail to convey information before being scanned. To address this limitation, this dissertation introduces the idea of designable markers, visual markers that are both machine-readable and visually communicative to humans, and presents an investigation of the ways in which they can support mobile human-computer interaction. The application of designable visual markers to the creation of mobile interfaces is explored through a variety of methods: through formal usability experiments, through the creation and analysis of example designs, as well as through the qualitative analysis of two field trials. All three approaches were enabled by the engineering and development of d-touch, an actual recognition system that supports designable visual markers and by its integration in a variety of applications and experimental probes. D-touch is based on image topology, and its markers are defined in terms of constraints on the nesting of dark and light regions. The constraints imposed by d-touch are flexible enough to allow novice users to create markers which are visually expressive and at the same time machine readable. A user study demonstrates how such system enables people to design their own functional visual markers, determining their aesthetic qualities and what they visually communicate to others. A desktop application to support users in the creation of valid markers, the d-touch analyser, is presented and its usefulness is demonstrated through the same study. A formal usability experiment comparing five variations of marker-based interfaces on keypad and touch-screen phones shows that all of them allow users to reliably select targets within, on average, less than 4 seconds. Participants of the experiment reported a strong preference for interfaces that involve only marker scanning, compared to those that require a combination of marker scanning and key-presses or touch selections. Example designs of mobile interface generated by the author as well as others are presented to expose how the d-touch recognition system can be integrated in mobile applications. The examples illustrate a variety of ways in which markers can be used to augment printed materials such as cards, books and product packages, adding to them interactive capabilities. The examples show also different approaches to marker design, ranging from simple and recognisable iconic design, to symbols that integrate cues about the interactive functionality, to making them invisible by hiding them in existing graphics. Finally, the dissertation reports and analyses two field trials conducted to study what practices of physical tagging can emerge from, and be supported by, the use of markers. The trials were centred around the use of uWiki, a functional prototype based on d-touch, that allows users to associate digital content to markers printed on physical tags that can be affixed to objects or buildings. Observations show that a variety of practices emerge around the use of this technology, indicating that they provide a rich medium that has potential to attract the interest of real users. Though the results of this work are preliminary, they serve to demonstrate the range of potential for the future of such systems.

EPFL2010