http://www.idiap.ch/uist2006/ Quiet Interfaces that Help Students Think en Tue, 17 Oct 2006 00:00:00 +0200 no Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Quiet Interfaces that Help Students Think Sharon Oviatt UIST, Nov. 2006 Quiet Interfaces that Help Students Think Sharon Oviatt UIST, Nov. 2006 00:00:29 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 What s Wrong with Modem Interfaces Are We Productwely Digdal Yet. da VincYs Codices We have become highly technical, but. modern computing has not permeated many important areas of our lives- Current interfaces Support mechanical tasks well, but not complex tasks focused problem soiwng Not optimally flexible mobile yet Limit users expressivity linguistic numenc input better supported than symbolic diagrammatic Generate many interruptions, distractions excessive cognitive load What s Wrong with Modem Interfaces Are We Productwely Digdal Yet. da VincYs Codices We have become highly technical, but. modern computing has not permeated many important areas of our lives- Current interfaces Support mechanical tasks well, but not complex tasks focused problem soiwng Not optimally flexible mobile yet Limit users expressivity linguistic numenc input better supported than symbolic diagrammatic Generate many interruptions, distractions excessive cognitive load 00:02:29 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Paradoxes of Modem Education The Persistent Digital Divide During the past 8 years While gap in intemet access between white black Americans has narrowed 6 Gap in WASL math achievement scores between white black 7th graders has increased 13 Why haven t we conquered the Digital Divide Simple availability of digital tools does not ensure equal usablfity accesslbdity by all groups Lower-performing students have weaker meta-cognitive skills, including knowledge of tool use Paradoxes of Modem Education The Persistent Digital Divide During the past 8 years While gap in intemet access between white black Americans has narrowed 6 Gap in WASL math achievement scores between white black 7th graders has increased 13 Why haven t we conquered the Digital Divide Simple availability of digital tools does not ensure equal usablfity accesslbdity by all groups Lower-performing students have weaker meta-cognitive skills, including knowledge of tool use 00:01:53 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Human-Centered Design Principles Promising directions for educational interfaces include new pen-based, tangible multimodai interfaces that Preserve students existing work practice including collaborations, dng to change them rather than attempt Support students flexible communication patterns expressive ncluding lingtustic, numenc, symbolic diagrammatac input work needs across formal, i mobile contexts Minimize extraneous interface complexity load associated with system distractions- which undermine high-level planmng. integrate thinking problem solving Human-Centered Design Principles Promising directions for educational interfaces include new pen-based, tangible multimodai interfaces that Preserve students existing work practice including collaborations, dng to change them rather than attempt Support students flexible communication patterns expressive ncluding lingtustic, numenc, symbolic diagrammatac input work needs across formal, i mobile contexts Minimize extraneous interface complexity load associated with system distractions- which undermine high-level planmng. integrate thinking problem solving 00:01:24 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Theoretical Frameworks Cognitive Load Theory Extrinsic complexity of instructional interfaces. compete for working memory resources with intnnsic complexity of main leaming task Easier to acquire new schemas if instructional interfaces minimize demands on students working memory measure minimize extrinsic complexity so students can devote mental resources fully to learning Human-centered design principles can minimize load Example Mulhmodai U ls expand working memory size by distributing auditory visual processing across separate brain areas Theoretical Frameworks Cognitive Load Theory Extrinsic complexity of instructional interfaces. compete for working memory resources with intnnsic complexity of main leaming task Easier to acquire new schemas if instructional interfaces minimize demands on students working memory measure minimize extrinsic complexity so students can devote mental resources fully to learning Human-centered design principles can minimize load Example Mulhmodai U ls expand working memory size by distributing auditory visual processing across separate brain areas 00:01:34 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Interface Design that Minimizes Students Cognitive Load During leaming tasks, students cognitive load is high Educational applications are excellent forcing function for designing low-load interfaces, because effective leaming requires focus Areas like mathematics e.g. geometry are not well supported by existing interfaces g, rather than mechanical tasks Requires expressing translatin tting between diverse representational systems linguistic, numeric, spatial diagrammatic to support clear thinking Interface Design that Minimizes Students Cognitive Load During leaming tasks, students cognitive load is high Educational applications are excellent forcing function for designing low-load interfaces, because effective leaming requires focus Areas like mathematics e.g. geometry are not well supported by existing interfaces g, rather than mechanical tasks Requires expressing translatin tting between diverse representational systems linguistic, numeric, spatial diagrammatic to support clear thinking 00:01:13 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Study on Interfaces for Math Education Goal Design new interfaces for mathematic tics that rove load support focused problem solving minimize cognitiv Participants 20 high school geometry students Expenenced with GUIs, interested in technology Varied math skills Iow Geometry problems completed difficultyow- Performance using 4 interfaces compared Existing hardcopy work practice paper pencil. Digital stylus paper interface Anoto-based, Pen-based PC tablet interP efface, PT Graphical PC tablet interface free choice keyboard, mouse. pen. slmphhecl equatzon editor. Study on Interfaces for Math Education Goal Design new interfaces for mathematic tics that rove load support focused problem solving minimize cognitiv Participants 20 high school geometry students Expenenced with GUIs, interested in technology Varied math skills Iow Geometry problems completed difficultyow- Performance using 4 interfaces compared Existing hardcopy work practice paper pencil. Digital stylus paper interface Anoto-based, Pen-based PC tablet interP efface, PT Graphical PC tablet interface free choice keyboard, mouse. pen. slmphhecl equatzon editor. 00:01:33 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Math Education Study Methods cont. Counterbalanced order Onterfaces problem sets Analyzed auto timings, problem correctness, speech think-aloud data, self-reported preferences, etc. Assessed cognitive load as dynamic information processing attention. fluency, n y. meta ognitive skills, memory, etc. Sample hypotheses Interfaces that support existing work practice will minimize load improve geometry performance Interfaces generating higher load will increase achievement gap between low- high-performers Math Education Study Methods cont. Counterbalanced order Onterfaces problem sets Analyzed auto timings, problem correctness, speech think-aloud data, self-reported preferences, etc. Assessed cognitive load as dynamic information processing attention. fluency, n y. meta ognitive skills, memory, etc. Sample hypotheses Interfaces that support existing work practice will minimize load improve geometry performance Interfaces generating higher load will increase achievement gap between low- high-performers 00:01:28 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Note1 Windows Journal Note1 Windows Journal 00:01:03 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Task Completion Time Attentional Distractions Increase in Tablet Interfaces, Compared with Paper Ones Distracted attention based on Time to complete math problems frequency of interface comments during think-aloud Comments D D D DD Ab GLII Tablet FLn Tab GLI Tab Task Completion Time Attentional Distractions Increase in Tablet Interfaces, Compared with Paper Ones Distracted attention based on Time to complete math problems frequency of interface comments during think-aloud Comments D D D DD Ab GLII Tablet FLn Tab GLI Tab 00:00:50 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 As Interface Distractions Increase, Meta-Cognitive Control Drops in Graphical Tablet Interface, with Sharper Decline in Low-Performing Students Decline in high-level self-reflective Decline in advance diaglamming math comments when planning problem solutions Low Situcents High Students Pen Table As Interface Distractions Increase, Meta-Cognitive Control Drops in Graphical Tablet Interface, with Sharper Decline in Low-Performing Students Decline in high-level self-reflective Decline in advance diaglamming math comments when planning problem solutions Low Situcents High Students Pen Table 00:01:17 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Ability to Solve Problems Correctly Remember Content Deteriorates only in Low-Performing Students when using Tablet Interfaces, especially in Graphical Tablet U I Low performers made more Low performers forgot more math errors in graphical tablet UI math content in tablet UIs P aoer lUtaees Pen UI GUI interte Ability to Solve Problems Correctly Remember Content Deteriorates only in Low-Performing Students when using Tablet Interfaces, especially in Graphical Tablet U I Low performers made more Low performers forgot more math errors in graphical tablet UI math content in tablet UIs P aoer lUtaees Pen UI GUI interte 00:01:24 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Performance-Preference Paradox Meta-Cognitive Skills in Low and High Performers Low performers who made more errors with tablet interfaces nonetheless preferred them, while high peufonners preferred paper interfaces Tablet Paper Tablet Interfaces Interfaces Pelfoflners Performers Performers Performers Reportad prefelyme Pement problems correct Performance-Preference Paradox Meta-Cognitive Skills in Low and High Performers Low performers who made more errors with tablet interfaces nonetheless preferred them, while high peufonners preferred paper interfaces Tablet Paper Tablet Interfaces Interfaces Pelfoflners Performers Performers Performers Reportad prefelyme Pement problems correct 00:01:40 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Overall Fluency Words, Digits, Symbols Diagrams for High- vs. Low-Performing Students Using Different Interfaces aL 41K LL LL 0 oaD3 PQn Tablet GLI Tablet Overall Fluency Words, Digits, Symbols Diagrams for High- vs. Low-Performing Students Using Different Interfaces aL 41K LL LL 0 oaD3 PQn Tablet GLI Tablet 00:00:39 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Conclusions Performance best with interfaces more similar to existing work practice Digital paper interface DP best supported students tness attentTon memory performance especially speed, correctne Pen-based interfaces DP PT supported expressive fluency, meta-cognition correctness better than graphical ones G Low-performing students experienced more cognitive load than high performers on sathe interfaces and tasks drop in correctness, memory metaognition Low-performers did not benefit equally from new digital tools Cognitive Load Theory provided powerful framework for predicting rank-ordered performance by interface type Conclusions Performance best with interfaces more similar to existing work practice Digital paper interface DP best supported students tness attentTon memory performance especially speed, correctne Pen-based interfaces DP PT supported expressive fluency, meta-cognition correctness better than graphical ones G Low-performing students experienced more cognitive load than high performers on sathe interfaces and tasks drop in correctness, memory metaognition Low-performers did not benefit equally from new digital tools Cognitive Load Theory provided powerful framework for predicting rank-ordered performance by interface type 00:01:27 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 jtasac Ftuenc jtasac Ftuenc 00:00:48 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 Implications Future Directions Digftal divide only is conquered when everyone can use new interfaces effectively to advance their performance Both cognitive load digital divide issues will require special attention during future educational interface design Further work planned on Longitudinal follow-ups over time er application domains scie science Digital stylus paper in erface capa apabilities Situated classroom testing e.g. i impact on leaming, generalization Eational issues socialorganiza Mobile collaborative usage patterns Implications Future Directions Digftal divide only is conquered when everyone can use new interfaces effectively to advance their performance Both cognitive load digital divide issues will require special attention during future educational interface design Further work planned on Longitudinal follow-ups over time er application domains scie science Digital stylus paper in erface capa apabilities Situated classroom testing e.g. i impact on leaming, generalization Eational issues socialorganiza Mobile collaborative usage patterns 00:01:19 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 PDF Quiet Interfaces that Help Students Think Sharon Oviatt PDF Quiet Interfaces that Help Students Think Sharon Oviatt 00:00:11 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington Wed, 18 Oct 2006 00:00:00 +0200 Quiet Interfaces that Help Students Think SCIENCE > 2006 it Po UXST taJk ZW6 Quiet Interfaces that Help Students Thtnk Sharon Oviatt it Po UXST taJk ZW6 Quiet Interfaces that Help Students Thtnk Sharon Oviatt 00:03:02 no Sharon Oviatt, Alexander Arthur, Julia Cohen, Oregon Health and Science University, Natural Interaction Systems, and University of Washington