Hybrid Approach of Augmented Classroom Environment with Digital Pens and Personal Handhelds

1. Hybrid Approach of Augmented Classroom Environment with Digital Pens and Personal Handhelds Motoki Miura Susumu Kunifuji Japan Advanced Institute of Science and Technology （JAIST） http://css.jaist.ac.jp/~miuramo/ KES2006＠Bournemouth

2. Outline • “Augmented Classroom” project • System “AirTransNote” • What is “AirTransNote” ? • What was lacking for “learning support system”? • How we changed the system? • What’s the typical usage in lecture?

3. What is “AirTransNote” • Devices: Digital Pen and PDA(WLAN) • Capture student’s handwritten note on paper, and transmit to teacher’s PC immediately • Share by Projecting • Store, Analyze, and Review the note • Student can get feedback via PDA

4. (4) PDA transmits the data via wavelan (3) The data is sent to PDA via infrared connection ATN Mediator (student) (2) The sensors detect theultrasonic waves, and calculateposition data of the pen tip (1) Tap the pen tip on the paper, ultrasonicwave is diffused

5. ATN Manager (Teacher)

6. Start video

7. Purpose of AirTransNote • Basic Functions： • Capture students’ note and transmit • Teacher can show the note with projector • Reduce times to re-write on Blackboard • Purpose： • Facilitate communication between class members • Encourage active learning • A successor of response analyzer (ex. EduClick[Huang 2001])

8. Feasibility Study40 1st-y high school students (15-16 yrs-old), Math class, March 2004

11. Teacher’s Remote for direct note selection

12. Our concept: “Augmented Classroom” • Enhance the ability of classroom with calm technology • Based on ubiquitous/pervasive computing paradigm • KBD，Mouse→Paper and Pen, RFID • However, we should focus on “learning effects” of the system

13. Re-design of AirTransNotewith consideration of learning • Feedback/interaction is the key factor • Shift to “Collaborative learning” • Limitation of feedback with paper-centered approach • Make full use of PDA for giving feedback • Complementary use PDA and Paper • →Improve the system to cover the shortages

14. Four learning effects enhanced by AirTransNote Self Reflection Interaction among Students Student Student Interaction between System(Mediator) and Student Mediator Interaction between teacher and Student Teacher

15. Four learning effects enhanced by AirTransNote • Self reflection by student • Re-check note on PDA • Interaction b/w system⇔student • Feedback depends on student response • Interaction b/w teacher⇔student • Recognition of student’s progress and learning status • Interaction among students • Sharing/Browsing notes with PDA • Tagging/Annotating

16. Checking note from PDA

17. System improvenents • Previewing with paper image context on PDA • Ease of checking • Connect with handwriting recognition engine • Support for various responces • Feedback editor for teacher • We attached web server to teacher’s system • For checking progress (by teacher) • For browsing student note images (by teacher/student)

18. Advantages of Digitized note • △ Show idea with note drawing • We can use document camera • ○ Capture drawing alone • Flexiblity of showing （ex. overlap to compare） • ○ Capture time series of note • Reproducing note with writing order • Ex. Check order of Chinese character • Ex2. Show direction of electric current flow (電流方向) • Writing order may reflect thinking process

19. Experiment(20 graduate students, geometry test and IQ quiz with sound feedback)

20. Finding • Realtime feedback is accepted by student • Feedback may alleviate stress • Student can know whether his/her answer is correct or wrong before making public. • Further experiment is required

21. Conclusion • Re-design of AirTransNote • System for facilitating communication in lecture • Improved to support “collaborative learning” • Future work: • Conduct experiment to check “active learning mind” with various conditions

22. Thank you!! • Motoki Miura • miuramo@jaist.ac.jp • http://css.jaist.ac.jp/~miuramo/