Exploring peripheral interaction design for primary school teachers

Bakker, S; Van Den Hoven, E; Eggen, B; Overbeeke, K

Exploring peripheral interaction design for primary school teachers

Bakker, S Van Den Hoven, E

Eggen, B Overbeeke, K

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Publication Type:: Conference Proceeding
Citation:: Proceedings of the 6th International Conference on Tangible, Embedded and Embodied Interaction, TEI 2012, 2012, pp. 245 - 252
Issue Date:: 2012-04-02

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Field	Value	Language
dc.contributor.author	Bakker, S	en_US
dc.contributor.author	Van Den Hoven, E https://orcid.org/0000-0002-0888-1426	en_US
dc.contributor.author	Eggen, B	en_US
dc.contributor.author	Overbeeke, K	en_US
dc.date.issued	2012-04-02	en_US
dc.identifier.citation	Proceedings of the 6th International Conference on Tangible, Embedded and Embodied Interaction, TEI 2012, 2012, pp. 245 - 252	en_US
dc.identifier.isbn	9781450311748	en_US
dc.identifier.uri	http://hdl.handle.net/10453/29900
dc.description.abstract	This paper explores the concept of peripheral interactions; interactions with technology that take place in the background or periphery of the attention. We present two designs for a classroom setting. CawClock makes selected time frames audible in order to provide teachers with awareness of time. NoteLet is designed to support the teacher in observing children's behavior, by enabling him or her to take pictures of the classroom through straightforward interactions on a bracelet. A qualitative, two-week exploration of both systems in a classroom revealed that the soundscapes of CawClock indeed shifted to the periphery of the attention and supported the teacher's time awareness. The actions with NoteLet did not shift to the periphery. However, the tangible aspects of NoteLet seemed to facilitate the interaction to be quick and simple, which may indicate that it could shift to the periphery with more practice. Tangible interaction therefore seems a promising interaction style for this purpose. © 2012 ACM.	en_US
dc.relation.ispartof	Proceedings of the 6th International Conference on Tangible, Embedded and Embodied Interaction, TEI 2012	en_US
dc.relation.isbasedon	10.1145/2148131.2148184	en_US
dc.title	Exploring peripheral interaction design for primary school teachers	en_US
dc.type	Conference Proceeding
utslib.for	080602 Computer-Human Interaction	en_US
utslib.for	1203 Design Practice and Management	en_US
dc.location.activity	Kingston, Canada	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - CCDP - Contemporary Design Practice
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

This paper explores the concept of peripheral interactions; interactions with technology that take place in the background or periphery of the attention. We present two designs for a classroom setting. CawClock makes selected time frames audible in order to provide teachers with awareness of time. NoteLet is designed to support the teacher in observing children's behavior, by enabling him or her to take pictures of the classroom through straightforward interactions on a bracelet. A qualitative, two-week exploration of both systems in a classroom revealed that the soundscapes of CawClock indeed shifted to the periphery of the attention and supported the teacher's time awareness. The actions with NoteLet did not shift to the periphery. However, the tangible aspects of NoteLet seemed to facilitate the interaction to be quick and simple, which may indicate that it could shift to the periphery with more practice. Tangible interaction therefore seems a promising interaction style for this purpose. © 2012 ACM.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/29900