2. Hybrid Approach of Augmented Classroom Environment with Digital Pens and Personal Handhelds Motoki Miura Susumu Kunifuji Japan Advanced Institute of Science and Technology （ JAIST ） http://css.jaist.ac.jp/~miuramo/ KES2006 ＠ Bournemouth

3. 2 Outline  “ Augmented Classroom ” project System “ AirTransNote ”  What is “ AirTransNote ” ?  What was lacking for “ learning support system ” ?  How we changed the system? What ’ s the typical usage in lecture?

4. 3 What is “AirTransNote”  Devices: Digital Pen and PDA(WLAN)  Capture student ’ s handwritten note on paper, and transmit to teacher ’ s PC immediately  Share by Projecting  Store, Analyze, and Review the note  Student can get feedback via PDA

5. 4 ATN Mediator (student) (2) The sensors detect the ultrasonic waves, and calculate position data of the pen tip (1) Tap the pen tip on the paper, ultrasonic wave is diffused (3) The data is sent to PDA via infrared connection (4) PDA transmits the data via wavelan

6. 5 ATN Manager (Teacher)

7. 6 Start video

8. 7 Purpose of AirTransNote  Basic Functions ： Capture students ’ note and transmit Teacher can show the note with projector  Reduce times to re-write on Blackboard  Purpose ： Facilitate communication between class members Encourage active learning A successor of response analyzer (ex. EduClick[Huang 2001])

9. 8 Feasibility Study 40 1 st -y high school students (15-16 yrs-old), Math class, March 2004

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12. 11 Teacher’s Remote for direct note selection

13. 12 Our concept: “Augmented Classroom”  Enhance the ability of classroom with calm technology Based on ubiquitous/pervasive computing paradigm KBD ， Mouse → Paper and Pen, RFID  However, we should focus on “ learning effects ” of the system

14. 13 Re-design of AirTransNote with consideration of learning  Feedback/interaction is the key factor Shift to “ Collaborative learning ”  Limitation of feedback with paper- centered approach Make full use of PDA for giving feedback Complementary use PDA and Paper  → Improve the system to cover the shortages

15. 14 Four learning effects enhanced by AirTransNote Student Teacher Mediator Student Interaction between teacher and Student Interaction among Students Self Reflection Interaction between System(Mediator) and Student

16. 15 Four learning effects enhanced by AirTransNote  Self reflection by student Re-check note on PDA  Interaction b/w system ⇔ student Feedback depends on student response  Interaction b/w teacher ⇔ student Recognition of student ’ s progress and learning status  Interaction among students Sharing/Browsing notes with PDA  Tagging/Annotating

17. 16 Checking note from PDA

18. 17 System improvenents  Previewing with paper image context on PDA Ease of checking  Connect with handwriting recognition engine Support for various responces  Feedback editor for teacher  We attached web server to teacher ’ s system For checking progress (by teacher) For browsing student note images (by teacher/student)

19. 18 Advantages of Digitized note  △ Show idea with note drawing  We can use document camera  ○ Capture drawing alone Flexiblity of showing （ ex. overlap to compare ）  ○ Capture time series of note Reproducing note with writing order  Ex. Check order of Chinese character  Ex2. Show direction of electric current flow ( 電流方向 ) Writing order may reflect thinking process

20. 19 Experiment (20 graduate students, geometry test and IQ quiz with sound feedback)

21. 20 Finding  Realtime feedback is accepted by student  Feedback may alleviate stress Student can know whether his/her answer is correct or wrong before making public.  Further experiment is required

22. 21 Conclusion  Re-design of AirTransNote System for facilitating communication in lecture Improved to support “ collaborative learning ”  Future work: Conduct experiment to check “ active learning mind ” with various conditions

23. 22 Thank you!!  Motoki Miura  miuramo@jaist.ac.jp  http://css.jaist.ac.jp/~miuramo/