Collaboration technology and multi-user interfaces

拟议的研究是共享显示协作技术的一个多年计划的一部分，该计划有两个密切相关的项目：（a）在大型墙壁显示器上进行指向和选择的交互技术，以及（B）用于学生在课堂上参与的教学激励技术。 在大屏幕上进行指向和选择。传统的GUI使用WIMP（窗口、图标、菜单和指针）范例。指向和选择是基本的构建块。尽管有多点触摸、触觉和语音输入，指向仍然是一种重要的交互技术，特别是对于协作环境（董事会会议室、教室和会议室/项目室）中的大型显示器（3米或更宽）。在"半空"指点中，用户站在显示器前面，并且没有表面来放置指点手。空中指向使用激光笔、专用魔杖和依赖计算机视觉的游戏设备（任天堂Wii或微软Kinect）;混合解决方案跟踪身体运动，以解释手势，实现"自然"指向。我之前的研究表明，增益（屏幕上光标或跟踪器移动与手部移动的比率）或与屏幕的距离（与增益相关但不相同）会影响用于评估指向性能的标准费茨定律模型的准确性;我最近在ACM Trans.上发表的关于计算机-人类交互的论文（Shoemaker等人，2012）认为，对于某些增益值，Welford的两部分公式（其在预测移动时间时将移动幅度与目标宽度相乘）优于单部分费茨定律公式。我们随后的研究改变了3D立体目标到屏幕的距离，并发现当双眼深度变化时有类似的效果。接下来的步骤将系统地研究虚拟和物理环境中增益和深度之间的关系。 课堂技术，以提高学生的参与度。MOOC被认为是传统课堂讲座的死亡;“翻转课堂”将课堂时间从讲座转向通常在教程或实验室中完成的活动。我相信仍然有机会部署技术，使传统的讲座“可扩展”，并实现MOOC和翻转教室所承诺的优势，同时保留课堂讲座的好处。教室里的显示器相当于传统演讲厅里的6到10块全尺寸黑板，提供了丰富的持久信息（而不是PowerPoint短暂的线性涓涓细流）。使用简单的学生反应系统、智能手机或平板电脑进行富有想象力的互动，可以让学生"进入循环"。“我的研究的下一步将设计和评估基于班级的协作互动和多团队“比赛”，以利用计算机游戏的迷人性质（所谓的讲座“游戏化”）为学生提供积极的学习机会。

The proposed research is part of a multi-year program on shared display collaboration technology with two closely linked projects (a) interaction techniques for pointing and selection on large wall displays, and (b) pedagogically-motivated technology for student engagement in classrooms. Pointing and selection on large screens. Traditional GUIs use a WIMP (windows, icons, menus, and pointers) paradigm. Pointing and selection are fundamental building blocks. Despite multi-touch, haptics, and voice input, pointing remains a significant interaction technique, especially for large displays (3m wide or more) in collaborative settings (board rooms, classrooms, and meeting/project rooms). In "mid-air" pointing a user stands in front of a display and has no surface on which to rest the pointing hand. Mid-air pointing uses laser pointers, specialized wands, and gaming devices (Nintendo Wii or Microsoft Kinect) that rely on computer vision; hybrid solutions track body movement to interpret gestures for "natural" pointing. My prior studies showed that gain (the ratio of cursor or tracker movement on the screen to hand movement) or distance from the screen (related to but not the same as gain) affect the accuracy of the standard Fitts's Law model for assessing pointing performance; my most recent paper in ACM Trans. on Computer-Human Interaction (Shoemaker et al., 2012) argued that Welford's two-part formulation that decouples movement amplitude from target width when predicting movement time is better than a one-part Fitts's Law formulation for some gain values. Our subsequent studies varied distance-to-the screen for 3D stereo targets and found similar effects when binocular depth varies. The next steps will systematically examine relationships between gain and depth in both virtual and physical environments. In-classroom technology to increase student engagement. MOOCs are argued to be the death of the traditional classroom lecture; "flipped classrooms" re-target classroom time away from lectures toward activities usually done in tutorials or labs. I believe there are still opportunities to deploy technology to make traditional lectures "scalable" and achieve the advantages promised by MOOCs and flipped classrooms while preserving the benefits of classroom lectures. Classroom displays equivalent to the 6 to 10 full-size blackboards in a traditional lecture hall provide rich persistent information (rather than PowerPoint's ephemeral linear trickle). Imaginative interaction using simple student response systems, smart phones, or tablets can bring students "into the loop." The next steps in my research will design and evaluate class-based collaborative interaction and multi-team "competitions" to take advantage of the captivating nature of computer games (the so-called "gamification" of lectures) to provide students active learning opportunities.