The effect of a telepointer on student performance and preference

Authors:
J. Adams;B. Rogers;S. Hayne;G. Mark;J. Nash;L. Leifer
Affiliations:
Department of Mechanical Engineering, Nevada Ventures Nanoscience Program, University of Nevada, Reno, Reno, NV;Department of Mechanical Engineering, Nevada Ventures Nanoscience Program, University of Nevada, Reno, Reno, NV;Department of Computer Information Systems, Colorado State University, Fort Collins, CO;Department of Information and Computer Science, University of California Irvine, Irvine, CA;Stanford Learning Lab, Stanford University, Stanford, CA;Center for Design Research, Stanford University, Stanford, CA
Venue:
Computers & Education
Year:
2005

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Abstract

While the telepointer has been widely accepted in the Computer Supported Collaborative Work community, little work has been done to quantify its effect on performance and perception. We present preliminary results quantifying the telepointer's effect on knowledge retention and satisfaction in an online collaboration. In experiments, a remote expert communicated with small student groups to explain an online scanning probe microscope (SPM) interface. The expert used two-way audio-video plus a telepointer to describe the interface to half of the participants, and only two-way audio-video (no telepointer) with the other half. The data show that use of a telepointer improved task completion time tenfold and long-term knowledge test performance by 30-40% on specific concepts. The telepointer group was also more likely to rate the online SPM as a substitute for a local SPM and felt the expert was significantly less distant than did the non-telepointer group.