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fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Garcia Garcia, Grecia; Cox, Richard (2012)
Publisher: CEUR Workshop Proceedings
Languages: English
Types: Article
Subjects: LB, QA75

Classified by OpenAIRE into

ACM Ref: ComputingMethodologies_IMAGEPROCESSINGANDCOMPUTERVISION
The workshop presentation will describe a specialized ap- plication of Lee’s “Wiimote Whiteboard” [7] an infra-red camera based tracking system which uses the Nintendo Wii wireless remote control unit and Bluetooth. Young students wear a very small infra-red LED on their index finger with a forefinger/thumb operated micro-switch for produ- cing “mouse clicks”. This system is combined with a vertically mounted data projector or a horizontally mounted regular computer LCD display, creating a cost-effective large interactive touch surface. The system has a fast response time and has been used with primary school students in diagrammatic knowledge (graphicacy) assessment [4] and in interactive dynalinked diagrammatic applications [5]. These applications were de- signed to investigate the “graph-as-picture” misconception and they will be described and demonstrated at the workshop.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 1. Beichner, R.J.: The effect of simultaneous motion presentation and graph generation in a kinematics lab. Journal of Research in Science Teaching, 27(8), 803-815 (1990)
    • 2. Cox, R: Technology-enhanced research: Educational ICT systems as research instruments. Technology, Pedagogy & Education, 16(3), 337-356 (2007)
    • 3. Cox R., Grawemeyer B.: The mental organisation of external representations. In: Schmalhofer, F., Young, R., Katz, G. (eds.), European Cognitive Science Conference (EuroCogSci - joint Cognitive Science Society and German Cognitive Science Society conference). Proceedings of EuroCogSci03 (1st European Cognitive Science Conference), 91-96. Lawrence Erlbaum Associates (2003)
    • 4. Garcia Garcia, G., Cox, R.: “Graph-as-Picture” Misconceptions in Young Students. In: Goel, A.K., Jamnik, M., Narayanan, N.H. (eds.) Diagrams 2010. LNCS, vol. 6170, 310-312. Springer (2010)
    • 5. Garcia Garcia, G., Cox, R.: An Interactive Educational Diagrammatic System for Assessing and Remediating the Graph-as-Picture Misconception. In: Aleven, V., Kay, J., Mostow, J. (eds.) Intelligent Tutoring Systems 2010. LNCS, vol. 6095, 224-226. Springer (2010)
    • 6. Janvier C.: The Interpretation of Complex Cartesian Graphs Representing Situations - Studies and Teaching Experiments. PhD thesis, University of Nottingham (1978)
    • 7. Lee, J.C.: Projects - Wii. http://johnnylee.net/projects/wii/
    • 8. Lowe, R.: Animation and learning: Selective processing of information in dynamic graphics. Learning and Instruction, 13, 157-176 (2003)
    • 9. Mokros, J.R., Tinker R.F.: The impact of microcomputer-based labs on children's ability to interpret graphs. Journal of Research in Science Teaching, 24(4), 369-383 (1987)
    • 10. Nogueira de Lima, R., Tall,D.: Procedural embodiment and magic in linear equations. Educational Studies in Mathematics, 67 (1), 3-18 (2008)
    • 11. Rogers Y., Scaife M., Aldrich F., Price S.: Improving children's understanding of formalisms through interacting with multimedia. Technical report, University of Sussex. CSRP Technical Report No. 559 (2003)
    • 12. Trninic, D., Abrahamson, D.: Embodied artifacts and conceptual performances. In: J. v. Aalst, K. Thompson, M. J. Jacobson, P. Reimann (eds.) Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS 2012), vol. 1, 283-290. Sydney: University of Sydney / ISLS (2012)
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