The effect of multi-touch interaction mechanism and learning style to collaborate

• Main Authors: Yu-shu Yang, 楊愉舒
• Other Authors: Wu-yuin Hwang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/40276541942401745307

碩士 === 國立中央大學 === 網路學習科技研究所 === 100 === 　　On large-sized displays, users can have difficulties reaching display contents out of each user’s reach. Therefore, researchers have proposed a variety of interaction techniques to address this issue. But the existing interaction technique was mostly designed and applied for supporting individual work. 　　In this study we applied lots of interaction mechanisms to evaluate the effectiveness of the group''s performance. First, we use an interaction rubber band to solve the demanded problem. Second, we design a center collection area to help the students who have been ignored. Third, we use drag-and-pop and drag-and-response interaction techniques to compare the direct-accessing and ask-accessing. Moreover, we use Reichmann-Grasha learning style inventory to measure participants learning styles for cluster analysis. Finally, we collect participants’ perception through questionnaires and interviews. 　　The results revealed that students using drag-and-pop interaction technique took less time to complete tasks than drag-and-response interaction technique. Students have less number of exchange errors when using center collection area. Although there is no significant different between different interaction rubber band, but it can work for one of the learning style clusters. In the questionnaire and interview results, most students perceived they were aware of peer’s task progress and their status of task accomplishment, need, intention, as well as of transferring coin, its value and location due to resource collection area, rubber band and transfer animation functions.