Memory displays: investigating the effects of learning in the periphery
Authors: 
Tilman Dingler, 
Corinna Giebler, Ulf Kunze, Tim Wűrtele, 
Niels Henze, 
Albrecht SchmidtAuthors Info & Claims
Tilman Dingler, Corinna Giebler, Ulf Kunze, Tim Wűrtele, Niels Henze, Albrecht SchmidtAuthors Info & ClaimsPages 118 - 123
Abstract
In our knowledge society knowledge acquisition is vital, but often there is a lack of time and resources. Ubiquitous technologies allow us to place learning cues into homes and work environments and thus invite people to consume information in in the periphery or while passing by. In this work we set out to understand the effects of using peripheral displays in people's homes to show content for knowledge acquisition. We explore different aspects about display placement, content, and application scenarios. In a user study with 15 students preparing for a university exam across 3 weeks we compared the effects of an active learning platform with passive learning through peripheral displays. Our main findings are of qualitative nature and allow us to map out a series of design and usage implications for using peripheral displays to help users commit content to long-term memory.
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Index Terms
- Memory displays: investigating the effects of learning in the periphery
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Reviews
Stewart Mark Godwin
The use of flash cards to improve content retention by students has a long and successful history in both schools and universities. Based on this idea, the authors created an electronic version for microlearning using memory displays. These electronic display devices are situated at peripheral locations in a student's learning environment and prompt the learner to refocus on their studies. The presentation of information on the memory displays was optimized according to space repetition theories to maximize the benefit to the observer. The researchers used a small sample size to collect data and responses from students in the study. While students reported they trusted their own learning techniques rather than the researcher's tools, this is not a reason to marginalize the study or the topic. As mentioned by students in their feedback, the use of this technology can be seen as a complementary learning method. The conclusions from this study suggest using the displays for the reinforcement of content knowledge rather than the acquisition of new information. Second, the displays should focus on a single topic that can be customized by the student. This paper would be of interest to educators who are exploring the use of technology in senior high school and early college. Online Computing Reviews Service
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Information & Contributors
Information
Published In
June 2016
266 pages
ISBN:9781450343664
DOI:10.1145/2914920
- General Chairs:
- Timo Ojala,
- Vassilis Kostakos,
- Program Chairs:
- Jörg Müller,
- Nemanja Memarovic
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Published: 20 June 2016
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PerDis '16
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PerDis '16 Paper Acceptance Rate 28 of 47 submissions, 60%;
Overall Acceptance Rate 213 of 384 submissions, 55%
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