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ClassBeacons: Designing Distributed Visualization of Teachers' Physical Proximity in the Classroom

Published: 18 March 2018 Publication History

Abstract

As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after classroom observation. In this paper we present the design and evaluation of ClassBeacons, a novel ambient information system that visualizes teachers' physical proximity through tangible devices distributed over the classroom. An expert review and a field evaluation with eight secondary school teachers were conducted to explore potential values of such a system and gather user experiences. Results revealed rich insights into how the system could influence teaching and learning, as well as how a distributed display can be seamlessly integrated into teachers' routines.

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cover image ACM Conferences
TEI '18: Proceedings of the Twelfth International Conference on Tangible, Embedded, and Embodied Interaction
March 2018
763 pages
ISBN:9781450355681
DOI:10.1145/3173225
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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Published: 18 March 2018

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Author Tags

  1. ambient information system
  2. classroom
  3. distributed display
  4. learner-centered education
  5. teacher proximity

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TEI '18 Paper Acceptance Rate 37 of 130 submissions, 28%;
Overall Acceptance Rate 393 of 1,367 submissions, 29%

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  • (2024)Investigating teacher orchestration load in scripted CSCL: A multimodal data analysis perspectiveBritish Journal of Educational Technology10.1111/bjet.1350055:5(1926-1949)Online publication date: 26-Jun-2024
  • (2023)Design and Field Trial of Tunee in Shared Houses: Exploring Experiences of Sharing Individuals’ Current Noise-level Preferences with HousematesProceedings of the 2023 CHI Conference on Human Factors in Computing Systems10.1145/3544548.3581521(1-15)Online publication date: 19-Apr-2023
  • (2023)Groupnamics: Designing an Interface for Overviewing and Managing Parallel Group Discussions in an Online ClassroomProceedings of the 2023 CHI Conference on Human Factors in Computing Systems10.1145/3544548.3581322(1-18)Online publication date: 19-Apr-2023
  • (2023)NaMemo2: Facilitating Teacher-Student Interaction with Theory-Based Design and Student Autonomy ConsiderationEducation and Information Technologies10.1007/s10639-023-12059-y29:6(7259-7279)Online publication date: 12-Aug-2023
  • (2022)Am I audible? Teacher’s alienation with online teachingPower and Education10.1177/1757743822111734415:2(184-198)Online publication date: 6-Aug-2022
  • (2022)Exploring K-8 Teachers’ Preferences in a Teaching Augmentation System for Block-Based Programming EnvironmentsProceedings of the 22nd Koli Calling International Conference on Computing Education Research10.1145/3564721.3564725(1-12)Online publication date: 17-Nov-2022
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  • (2022)A Meta-Analysis of Tangible Learning Studies from the TEI ConferenceProceedings of the Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction10.1145/3490149.3501313(1-17)Online publication date: 13-Feb-2022
  • (2022)Classroom Analytics: Telling Stories About Learning Spaces Using Sensor DataHybrid Learning Spaces10.1007/978-3-030-88520-5_11(185-203)Online publication date: 24-Feb-2022
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