WYSIWIS revised: early experiences with multiuser interfaces
ACM Transactions on Information Systems (TOIS)
Single display groupware: a model for co-present collaboration
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Classroom collaboration in the design of tangible interfaces for storytelling
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The notification collage: posting information to public and personal displays
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Semi-public displays for small, co-located groups
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Combining handhelds with a whole-class display to support the learning of scientific control
CHI '03 Extended Abstracts on Human Factors in Computing Systems
Proceedings of the 2004 conference on Interaction design and children: building a community
eCell: spatial IT design for group collaboration in school environments
GROUP '05 Proceedings of the 2005 international ACM SIGGROUP conference on Supporting group work
Secrets to Success and Fatal Flaws: The Design of Large-Display Groupware
IEEE Computer Graphics and Applications
A taxonomy of ambient information systems: four patterns of design
Proceedings of the working conference on Advanced visual interfaces
GI '07 Proceedings of Graphics Interface 2007
Getting and keeping children engaged with a constructionist design tool for craft and math
Getting and keeping children engaged with a constructionist design tool for craft and math
Creating mathematical artifacts: extending children's engagement with math beyond the classroom
IDC '08 Proceedings of the 7th international conference on Interaction design and children
Using a large display in the periphery to support children learning through design
Proceedings of the 10th International Conference on Interaction Design and Children
Beyond the channel: A literature review on ambient displays for learning
Computers & Education
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Learners benefit from creating personally meaningful artifacts for an audience, especially when those artifacts embody concepts the learners aim to understand. In this pilot study, we explored ways to expand opportunities for sharing mathematical artifacts with a larger audience (beyond learners seated next to each other) by incorporating structured ways to share work on a large display. We changed the functionality of the large display throughout the experiment to explore different content management schemas. Early results suggest children's awareness of their peers' work increases with the use of the large display, but that they tend to share only finished work.