000149389 001__ 149389
000149389 005__ 20180501105939.0
000149389 0247_ $$2doi$$a10.5075/epfl-thesis-4780
000149389 02470 $$2urn$$aurn:nbn:ch:bel-epfl-thesis4780-5
000149389 02471 $$2nebis$$a6077064
000149389 037__ $$aTHESIS_LIB
000149389 041__ $$aeng
000149389 088__ $$a4780
000149389 245__ $$aThe Complementarity of Tangible and Paper Interfaces in Tabletop Environments for Collaborative Learning
000149389 269__ $$a2010
000149389 260__ $$aLausanne$$bEPFL$$c2010
000149389 300__ $$a248
000149389 336__ $$aTheses
000149389 520__ $$aThe 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.
000149389 6531_ $$aTangible User Interfaces
000149389 6531_ $$aPaper User Interfaces
000149389 6531_ $$aAugmented Reality
000149389 6531_ $$aTabletop Computing
000149389 6531_ $$aComputer-Supported Collaborative Learning
000149389 6531_ $$aVocational Training
000149389 6531_ $$aInterfaces Tangibles
000149389 6531_ $$aInterfaces Papier
000149389 6531_ $$aRéalité Augmentée
000149389 6531_ $$aApprentissage Collaboratif Supporté par Ordinateur
000149389 6531_ $$aFormation Professionnelle
000149389 700__ $$aZufferey, Guillaume
000149389 720_2 $$aDillenbourg, Pierre$$edir.
000149389 720_2 $$aJermann, Patrick$$edir.
000149389 8564_ $$s58312764$$uhttps://infoscience.epfl.ch/record/149389/files/EPFL_TH4780.pdf$$yTexte intégral / Full text$$zTexte intégral / Full text
000149389 909CO $$ooai:infoscience.tind.io:149389$$pthesis-bn2018$$pDOI2$$pDOI$$pthesis
000149389 918__ $$aIC$$dEDIC2005-2015
000149389 920__ $$b2010
000149389 970__ $$a4780/THESES
000149389 973__ $$aEPFL$$sPUBLISHED
000149389 980__ $$aTHESIS