research-article

Proportion: a tablet app for collaborative learning

Author:

Jochen RickAuthors Info & Claims

IDC '12: Proceedings of the 11th International Conference on Interaction Design and Children

June 2012

Pages 316 - 319

https://doi.org/10.1145/2307096.2307155

Published: 12 June 2012 Publication History

Abstract

Everyday computing technology is transitioning from PCs to more natural user interfaces. At the forefront of this trend are multi-touch tablets. Each year, tablets become more affordable, capable and widespread. Now is the time for research to shape how they will be used to support learning. In this paper, I introduce the Proportion tablet application as both a concrete vision of how tablets can be used to support co-located collaborative learning and as a research platform for investigating that possibility. I motivate the work, describe how the design has evolved and outline the questions this design-based research aims to address.

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Cited By

Čarapina MPap K(2024)Supporting Multiuser Multitouch Interaction on Tablet Utilizing a Split Screen ApproachProceedings of the 2024 International Conference on Advanced Visual Interfaces10.1145/3656650.3656764(1-3)Online publication date: 3-Jun-2024
https://dl.acm.org/doi/10.1145/3656650.3656764
Torgersson OBaykal GEriksson E(2024)Learning from Learning - Design-Based Research Practices in Child-Computer InteractionProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655754(338-354)Online publication date: 17-Jun-2024
https://dl.acm.org/doi/10.1145/3628516.3655754
Čarapina MPap K(2023)Exploring Colocated Synchronous Use of Tablets Based on Split Screen FeatureIEEE Access10.1109/ACCESS.2023.332947811(123418-123432)Online publication date: 2023
https://doi.org/10.1109/ACCESS.2023.3329478
Show More Cited By

Index Terms

Proportion: a tablet app for collaborative learning
1. Human-centered computing
  1. Interaction design
    1. Interaction design process and methods
      1. User centered design

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Information

Published In

cover image ACM Other conferences

IDC '12: Proceedings of the 11th International Conference on Interaction Design and Children

June 2012

399 pages

ISBN:9781450310079

DOI:10.1145/2307096

Conference Chair:
Heidi Schelhowe
University of Bremen, Germany

Copyright © 2012 Author.

Sponsors

didactalab: didactalab
IMIS: Institut für Multimediale und Interaktive Systeme

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 12 June 2012

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IDC '12

Sponsor:

didactalab
IMIS

IDC '12: The 11th International Conference on Interaction Design and Children

June 12 - 15, 2012

Bremen, Germany

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Overall Acceptance Rate 172 of 578 submissions, 30%

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Citations

Cited By

Čarapina MPap K(2024)Supporting Multiuser Multitouch Interaction on Tablet Utilizing a Split Screen ApproachProceedings of the 2024 International Conference on Advanced Visual Interfaces10.1145/3656650.3656764(1-3)Online publication date: 3-Jun-2024
https://dl.acm.org/doi/10.1145/3656650.3656764
Torgersson OBaykal GEriksson E(2024)Learning from Learning - Design-Based Research Practices in Child-Computer InteractionProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655754(338-354)Online publication date: 17-Jun-2024
https://dl.acm.org/doi/10.1145/3628516.3655754
Čarapina MPap K(2023)Exploring Colocated Synchronous Use of Tablets Based on Split Screen FeatureIEEE Access10.1109/ACCESS.2023.332947811(123418-123432)Online publication date: 2023
https://doi.org/10.1109/ACCESS.2023.3329478
Lindgren RDeLiema D(2022)Viewpoint, embodiment, and roles in STEM learning technologiesEducational technology research and development10.1007/s11423-022-10101-3Online publication date: 5-Apr-2022
https://doi.org/10.1007/s11423-022-10101-3
Tucker SMoyer-Packenham P(2020)Exploring the phenomenon of distance in children’s interactions with touchscreen digital mathematics gamesInternational Journal of Mathematical Education in Science and Technology10.1080/0020739X.2020.1766140(1-25)Online publication date: 28-May-2020
https://doi.org/10.1080/0020739X.2020.1766140
Schmitt LWeinberger A(2018)Fourth graders’ dyadic learning on multi-touch interfaces—versatile effects of verbalization promptsEducational Technology Research and Development10.1007/s11423-018-9619-5Online publication date: 26-Jul-2018
https://doi.org/10.1007/s11423-018-9619-5
Lommatsch CTucker SMoyer-Packenham PSymanzik J(2018)Heatmap and Hierarchical Clustering Analysis to Highlight Changes in Young Children’s Developmental Progressions Using Virtual Manipulative Mathematics AppsUsing Mobile Technologies in the Teaching and Learning of Mathematics10.1007/978-3-319-90179-4_10(167-187)Online publication date: 10-Aug-2018
https://doi.org/10.1007/978-3-319-90179-4_10
Tucker SJohnson T(2017)I Thought This Was a Study on Math Games: Attribute Modification in Children’s Interactions with Mathematics AppsEducation Sciences10.3390/educsci70200507:2(50)Online publication date: 1-May-2017
https://doi.org/10.3390/educsci7020050
Kharrufa APloetz TOlivier P(2017)A Unified Model for User Identification on Multi-Touch Surfaces: A Survey and Meta-AnalysisACM Transactions on Computer-Human Interaction10.1145/314456924:6(1-39)Online publication date: 19-Dec-2017
https://dl.acm.org/doi/10.1145/3144569
DesPortes KAnupam APathak NDiSalvo BRead JStenton P(2016)BitBloxProceedings of the The 15th International Conference on Interaction Design and Children10.1145/2930674.2930708(255-261)Online publication date: 21-Jun-2016
https://dl.acm.org/doi/10.1145/2930674.2930708
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