Peripheral tangible interaction by analytic design
Proceedings of the 3rd International Conference on Tangible and Embedded Interaction
Distributed Awareness for Class Orchestration
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
vSked: evaluation of a system to support classroom activities for children with autism
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Issues in evaluating ambient displays in the wild: two case studies
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Examining values: an analysis of nine years of IDC research
Proceedings of the 10th International Conference on Interaction Design and Children
Proceedings of the 23rd Australian Computer-Human Interaction Conference
Exploring peripheral interaction design for primary school teachers
Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction
StaTube: facilitating state management in instant messaging systems
Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction
Acting by hand: Informing interaction design for the periphery of people's attention
Interacting with Computers
Comparing modalities and feedback for peripheral interaction
CHI '13 Extended Abstracts on Human Factors in Computing Systems
Augmenting play and learning in the primary classroom
Proceedings of the 12th International Conference on Interaction Design and Children
Five key challenges in end-user development for tangible and embodied interaction
Proceedings of the 15th ACM on International conference on multimodal interaction
Evaluating peripheral interaction
Proceedings of the 8th International Conference on Tangible, Embedded and Embodied Interaction
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Primary school teachers usually perform several tasks simultaneously. Many secondary tasks, such as giving turns or encouraging children to work silently, could be supported by interactive systems, which may lighten the teacher's busy everyday routine. Such systems however, should afford being interacted with while performing another primary task. We call this type of design peripheral interaction design. In this paper we present FireFlies, an open-ended peripheral interaction design developed for primary schools. Preliminary results of a six week deployment of FireFlies in four classrooms, reveal that teachers used FireFlies to perform secondary tasks and saw it as a valuable addition to the classroom. Though different interactions with FireFlies required different levels of effort, teachers could successfully interact with FireFlies during or in between other tasks.