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Developing Downloadable TUIs for Online Pedagogic Activities

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*Poster for TEI 2014 conference. February 2014, Munich, Germany.

The Web has changed how we interact with the World’s information and knowledge. As a result there have been several changes to the education sector, especially in online distance learning. Nevertheless, most of the e-Learning activities struggle to break the GUI paradigm. The HCI community has focused on the use of Tangible User Interfaces (TUI) for pedagogic purposes thus producing some evidence of the potential that embodied cognition might bring to constructivist learning. New education movements such as the Edupunk movement argue for an empowerment of independent learners, following the constructivist perspective where learners have to have a more active role by experimenting and discovering concepts on their own. However, we think that accessing TUI systems via Web can lead to pedagogic activities that break the GUI paradigm in education on the Web

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Developing Downloadable TUIs for Online Pedagogic Activities

  1. 1. Developing Downloadable TUIs for Online Pedagogic Activities Javier Pereda, j.pereda@soton.ac.uk Leif Isaksen, l.isaksen@soton.ac.uk University of Southampton Web Science DTC Thanks to the Web, there have been several changes to the education sector, especially in online distance learning. Nevertheless, most of the e-Learning activities struggle to break the GUI paradigm. New education movements argue for an empowerment of independent learners, where they have to have a more active role by experimenting and discovering concepts on their own. Based on this, we think that accessing TUI systems via Web can lead to pedagogic activities that break the GUI paradigm in education on the Web. TUIs may ultimately have the potential to attract a wider spectrum of users [1] thus providing digital inclusion by using everyday, non-digital objects that allow users to perform Dice Introduction computational transactions [2]. Added to this, TUIs can help offload mental effort when using an interactive system [2] letting users focus on the activity instead of the system itself. From an educational perspective, it has been previously proposed that learning is an active process where the construction of meaning can be produced through activities that engage both mind and body [3]. Added to this, Constructivism calls for an active involvement of the learner where he or she is required to interact with the world and manipulate it to be able to reach their own conclusions [4]. The Edupunk movement emphasise that the learner must be an owner and producer of their own knowledge [5, 6]. Token Design Having a museum related pedagogic activity in mind in this paper we introduce three TUIs. The user can explore combinations of designs depicting diverse ancient cultures and natural elements to retrieve information about a ‘deity’ relevant to such cultures as a result. The cultures chosen for this example were Aztec, Greek, and Egyptian. Three methods of interaction were used: dice, tokens and disc. The exploration was Exploration based on linking the culture and an element that represents a deity. The interfaces explored three cultures: Aztec, Egyptian and Greek, and six elements were represented: fire, wind, water, music, death, and king of gods or god of gods. Disc Three Interfaces Comparative Study The evaluation was carried out with a sample of 24 adults from different digital skill levels. The interfaces were tested in a randomized sequence. For each interface, the user was asked to find a specific combination of ‘element’ and ‘culture’. This was performed three times per interface. Participant’s completion time was measured for each of the tasks. After performing the tasks, participants were offered the chance to play and explore freely the interface if desired. 5 sec 12 sec Task completion time 6 sec 84 pts 69 pts System Usability Scale scores 83 pts Implementation Free play time Conclusion The system developed has the advantage that it can be applied in a wide variety of topics, but its main potential lies in the promotion of a constructivist distance-learning environment. This research focused on the ways information can be explored via TUIs as independent learners and provides meaningful results as a first approach to the topic, pointing out what users were looking for when presented with these types of interfaces. The learning curve in the learning process of participants seems to have been short while engaging with the information provided. This could prove to be beneficial in different groups (e.g. children, elderly) and in the engagement with different sets of information. Characters built by fans

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