Finding usability problems through heuristic evaluation
CHI '92 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Teaching and learning as multimedia authoring: the classroom 2000 project
MULTIMEDIA '96 Proceedings of the fourth ACM international conference on Multimedia
Livenotes: a system for cooperative and augmented note-taking in lectures
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Anchoring discussions in lecture: an approach to collaboratively extending classroom digital media
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Human-Computer Interaction (3rd Edition)
Human-Computer Interaction (3rd Edition)
A comparative study of two usability evaluation methods using a web-based e-learning application
Proceedings of the 2007 annual research conference of the South African institute of computer scientists and information technologists on IT research in developing countries
Collaborative editing of micro-tags
CHI '09 Extended Abstracts on Human Factors in Computing Systems
Multi-user multi-touch setups for collaborative learning in an educational setting
CDVE'10 Proceedings of the 7th international conference on Cooperative design, visualization, and engineering
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We present a real-time interactive tagging system called SynTag for collaborative learning in lectures. The system allows students accessing the web-based interface to tag an ongoing lecture. The collective tagging outcomes are instantly visualized with a dynamic timeline chart to illustrate the assessment of all students. With SynTag, students not only engage in a lecture by the interactive tagging function, but also cooperate with each other to contextualize the lecture. According to the outcomes of students' collaborative tagging activities, the critical spatio-temporal segments of a lecture video are automatically generated as the wave-shape timeline chart. Through the peaks of the wave-shape timeline chart, the valuable video chips of the lecture can be easily highlighted and recognized. In the end of this paper, we demonstrate how the SynTag system contributes to the collaborative learning in undergraduate classes through quantitative and qualitative studies. Finally, we conclude with a discussion based on our evaluation for the improvements and potentials of our system in future works.