The Design of Future Educational Interfaces PDF
Preview The Design of Future Educational Interfaces
The Desiggn of Future Educational Interfaces The Design of Future Educational Interfacesprovides a new multidisciplinary synthesis of educational interface research. It explains how computer interfaces can be redesigned to better support our ability to produce ideas, think, and solve problems successfully in national priority areas such as science and mathematics. Based on first- hand research experience, the author offers a candid analysis of emerging technologies and their impact, highlighting communication interfaces that stimulate thought. The research results will surprise readers and challenge their assumptions about existing technology and its ability to support our performance. In spite of a rapid explosion of interest in educational technologies, there remains a poor understanding of what constitutes an effective educational interface for student cognition and learning. This book provides valuable insights into why recent large- scale evaluations of existing educational technologies have frequently not shown demonstrable improvements in student performance. The research presented here is grounded in cognitive science and experimental psychology, linguistic science and communications, cross-cultural cognition and language, computer science and human interface design, and the learning sciences and educational technology. Sharon Oviatt is well known for her extensive work in educational interfaces, human- centered interface design, multimodal and mobile interfaces, and communications interfaces. In 2007, she founded Incaa Designs (http://www.incaadesigns.org/), a Seattle-area nonprofit that researches, designs, and evaluates the impact of innovative new educational interfaces. This page intentionally left blank The Design of Future Educational Interfaces Sharon Oviatt First published 2013 by Routledge 711 Third Avenue, New York, NY 10017 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2013 Incaa Designs The right of Sharon Oviatt to be identified as author of this work has been asserted by her in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Oviatt, Sharon. The design of future educational interfaces / by Sharon Oviatt. pages cm Includes bibliographical references and index. 1. Education–Data processing. 2. Human-computer interaction. I. Title. LB1028.3.O95 2013 371.33'4–dc23 2012046118 ISBN: 978-0-415-89493-7 (hbk) ISBN: 978-0-415-89494-4 (pbk) ISBN: 978-0-203-36620-2 (ebk) Typeset in Minion by Wearset Ltd, Boldon, Tyne and Wear This book is dedicated to my family, Phil, Julia, Adrienne, and Claire, whose companionship sustained my year-long effort to research, envi- sion, and write it. This page intentionally left blank Contents List of Illustrations ix Foreword xiii Preface: Suggestions for Teaching with This Book xv Acknowledgments xvii Introduction 1 PART I Evolutionary and Neurological Basis for Educational Interface Design 11 1 Innovative Tool Use, Cognitive Evolution, and Implications for Educational Interfaces 11 PART II Existing and Future Interfaces 35 2 Keyboard Interfaces: The Bottleneck Constricting Communication and Performance 35 3 Rethinking the Interface as a Communications Power Tool for Stimulating Ideas and Problem Solving 49 4 Rethinking the Interface as a Communications Power Tool for Supporting Inferential Reasoning 66 5 Emerging Interface Directions for Supporting Conceptual Change 92 PART III Foundational Elements of Communications Interface Design 117 6 Support for Multiple Representations 117 viii Contents 7 Support for Multiple Modalities 140 8 Support for Multiple Linguistic Codes 156 9 Theoretical Frameworks for Advancing Educational Interfaces 175 PART IV Building Educational Interfaces of the Future 211 10 Designing Integrated Interfaces that Stimulate Activity 211 11 Fostering Meta-Awareness about Technology and Its Impact 235 12 Implications for Future Empirical, Theoretical and Policy Directions 253 Appendix: Supplementary Teaching Materials 270 References 286 Index 322 Illustrations Figures I.1 Communication interfaces supporting multiple representations, modalities, and linguistic codes 7 1.1 Hand ax with bilateral symmetry from 1.4 million years ago; hand ax with 3-D congruent symmetry from 300,000 years ago 14 1.2 Ratio of cranial capacity to body weight for hominids 17 2.1 Examples of students’ inked “thinking marks” during two biology problem-solving tasks, showing selection, ordering, counting, labeling, and showing relations between information in problem statement visuals 39 2.2 Percentage of high-level self-regulatory math comments for low- versus high-performing students when using different interfaces 41 2.3 Multi-step process of entering Japanese input using a keyboard interface 45 3.1 Toshiba laptop screen with biology problem display, and keyboard and stylus for input; student response using graphical interface with pen input and typing in OneNote; student response using digital paper interface with Maxell pen 55 3.2 Totalnonlinguisticc communicative fluency during hypothesis generation when using pen interfaces, compared with non-digital pencil and paper tool; total linguisticc communicative fluency during hypothesis generation when using keyboard-based interface, compared with non-digital pencil and paper tool 58 3.3 Regression analysis confirmingpositive predictive relation between interface support fornonlinguisticc communicative fluency and ideational fluency in science; regression confirming negative predictive relation between interface support forlinguisticc communicative fluency and ideational fluency in science 59 3.4 Scores on matched problems when students did or did not make a diagram, and when they did or did not make thinking marks on problem visuals 60 4.1 Average percentage of correct inferences when using different types of interface for low and high performers 73
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