Limitations of Student Control: Do Students Know When They Need Help?
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Tangible multimodal interfaces for safety-critical applications
Communications of the ACM - Multimodal interfaces that flex, adapt, and persist
When do we interact multimodally?: cognitive load and multimodal communication patterns
Proceedings of the 6th international conference on Multimodal interfaces
PapierCraft: a command system for interactive paper
Proceedings of the 18th annual ACM symposium on User interface software and technology
Quiet interfaces that help students think
UIST '06 Proceedings of the 19th annual ACM symposium on User interface software and technology
Human-centered design meets cognitive load theory: designing interfaces that help people think
MULTIMEDIA '06 Proceedings of the 14th annual ACM international conference on Multimedia
Multimodal interactive maps: designing for human performance
Human-Computer Interaction
A comparison of approaches to learning task selection in the training of complex cognitive skills
Computers in Human Behavior
Paper interface design for classroom orchestration
CHI '11 Extended Abstracts on Human Factors in Computing Systems
TAP & PLAY: an end-user toolkit for authoring interactive pen and paper language activities
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The impact of interface affordances on human ideation, problem solving, and inferential reasoning
ACM Transactions on Computer-Human Interaction (TOCHI)
Managing microfinance with paper, pen and digital slate
Proceedings of the 4th ACM/IEEE International Conference on Information and Communication Technologies and Development
Paper interfaces for learning geometry
EC-TEL'12 Proceedings of the 7th European conference on Technology Enhanced Learning
Proceedings of the 15th ACM on International conference on multimodal interaction
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Mathematics students almost exclusively use pencil and paper--that is, they learn without computational support. In this research, 16 high school students varying in ability from low to high participated in a comparative assessment of geometry problem solving using: (1) pencil and paper, (2) an Anoto-based digital stylus and paper interface, (3) a pen tablet interface, and (4) a graphical tablet interface. Cognitive Load Theory correctly predicted that as interfaces departed more from familiar work practice, students experienced greater cognitive load and corresponding reductions in their expressive fluency and planning. The results of this study indicate that students' communication patterns and meta-cognitive control can be enhanced by pen-based interfaces during math problem solving activities. In addition, low-performing students do not automatically reap the same advantage as high performers when new interface tools are introduced, which means intervention may be required to avoid expanding the achievement gap between groups unless intervention is undertaken.