NotePals: lightweight note sharing by the group, for the group
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Designing presentations for on-demand viewing
CSCW '00 Proceedings of the 2000 ACM conference on Computer supported cooperative work
Teaching theory of computation using pen-based computers and an electronic whiteboard
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Experiences with a tablet PC based lecture presentation system in computer science courses
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Lessons learned from eClass: Assessing automated capture and access in the classroom
ACM Transactions on Computer-Human Interaction (TOCHI)
MyLifeBits: a personal database for everything
Communications of the ACM - Personal information management
Fast, flexible filtering with phlat
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Now let me see where i was: understanding how lifelogs mediate memory
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Markup as you talk: establishing effective memory cues while still contributing to a meeting
Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work
Hi-index | 0.00 |
Technological advances have made possible a new generation of digital prosthetic memory devices (or memory aids). Yet we currently know little about when, how and why these devices might be useful. We evaluated two novel prosthetic memory devices in naturalistic and controlled learning settings. Both devices provide controlled access to annotated digital records of lectures, potentially freeing students from taking detailed notes, allowing them to re-access lecture recordings whenever they choose. Digital records had benefits over traditional learning aids (e.g. handouts/personal notes): Students were more accurate in answering class quizzes using digital records, and spontaneous digital records usage outside lectures showed strategic access during important aspects of the course. Native speakers who used digital records performed better on coursework, and non-native language speakers used digital records extensively. Despite being a verbatim record, digital records did not substitute for attendance: students who had attended lectures performed better on quizzes and final coursework and few students listened to lectures from beginning to end. Digital records are thus a highly promising teaching tool, but prosthetic memory devices are best understood as working in synergy with current tools to aid human memory, rather than replacing it. We conclude by discussing potential theory and design implications.