Distributed cognition: toward a new foundation for human-computer interaction research
ACM Transactions on Computer-Human Interaction (TOCHI) - Special issue on human-computer interaction in the new millennium, Part 2
Genre, task, topic and time: facets of personal digital document management
CHINZ '05 Proceedings of the 6th ACM SIGCHI New Zealand chapter's international conference on Computer-human interaction: making CHI natural
Acting with Technology: Activity Theory and Interaction Design (Acting with Technology)
Acting with Technology: Activity Theory and Interaction Design (Acting with Technology)
Tabletop displays for small group study: affordances of paper and digital materials
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
A study on the mediation of students' activities by digital material
Proceedings of the 30th European Conference on Cognitive Ergonomics
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Motivation -- We were interested in exploring everyday usage practices of digital material that developed within traditional university education. Research approach -- Different methods were applied simultaneously: interview, diary keeping and questionnaire. The data from the inquiry methods were first analysed separately and, then, merged in a concluding discussion. Findings/Design -- The results suggest that the use of digital material is widely accepted among students and teachers. The study also reveals the critical approach of many participants. Teachers and students appropriate digital artefacts in a continuous learning process. The study suggests usage patterns but also describes individual work styles. Research limitations/Implications -- The study has an exploratory character. It was conducted in one university and with a small sample size. Participation was voluntarily. The results cannot be generalized but encourage further studies. Originality/Value -- There are studies evaluating the use of computer artefacts in learning environments. However, there exists few work exploring overall effects on everyday practices in university education. Take away message -- The study of artefact use allows insights into current teaching and learning practices. It supports reflection and change.