Mutual disambiguation of recognition errors in a multimodel architecture
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Quiet interfaces that help students think
UIST '06 Proceedings of the 19th annual ACM symposium on User interface software and technology
Adapting handwriting recognition for applications in algebra learning
Proceedings of the international workshop on Educational multimedia and multimedia education
Newton's Pen: a pen-based tutoring system for statics
SBIM '07 Proceedings of the 4th Eurographics workshop on Sketch-based interfaces and modeling
Kirchhoff's Pen: a pen-based circuit analysis tutor
SBIM '07 Proceedings of the 4th Eurographics workshop on Sketch-based interfaces and modeling
Newton's Pen: A pen-based tutoring system for statics
Computers and Graphics
Friend or foe?: examining CAS use in mathematics research
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Benefits of Handwritten Input for Students Learning Algebra Equation Solving
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
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Foundations and Trends in Human-Computer Interaction
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A paradigm for handwriting-based intelligent tutors
International Journal of Human-Computer Studies
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i-CREATe '11 Proceedings of the 5th International Conference on Rehabilitation Engineering & Assistive Technology
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Current standard interfaces for entering mathematical equations on computers are arguably limited and cumbersome. Mathematics notations have evolved to aid visual thinking and yet text-based interfaces relying on keyboard-and-mouse input do not take advantage of the natural two-dimensional aspects of math. Due to its similarities to paper-based mathematics, pen-based handwriting input may be faster, more efficient, and more preferable for entering mathematics on computers. This paper presents an empirical study that tests this hypothesis. We also explored a multimodal input method combining handwriting and speech because we hypothesize that it may enhance computer recognition and aid user cognition. Novice users were indeed faster, more efficient and enjoyed the handwriting modality more than a standard keyboard-and-mouse mathematics interface, especially as equation length and complexity increased. The multimodal handwriting-plus-speech method was faster and better liked than the keyboard-and-mouse method and was not much worse than handwriting alone.