Progress 10/01/99 to 09/30/04
Outputs
This project began as an attempt to provide wireless mobile access to students in an effort to encourage collaborative learning in both formal and informal educational contexts, enhance resource access such as digital libraries and on-line learning materials, and to improve communication between teams here and at a distance. Course-based test beds were developed and in the first two years of this project, 150 Engineering and Communication students were issued wireless laptop computers able to access any one of eighteen access points we installed across campus. Students research and communication activities were tracked and later analyzed to explore group collaborative learning activities, information search and retrieval strategies, and the effects of laptop use during regular classroom lectures on performance and satisfaction. Concurrent with the second year and into the next year of this endeavor, we extended this project to include Engineering design teams Cornell
and Syracuse University to study the impact learning technologies in a CMC distributed learning context. Through multiple data collection efforts, including questionnaires, surveys, and Internet tracking, we were able to investigate longitudinally, the formation of social (both instrumental and expressive) networks, performance, technology adoption, and Internet preferences. In year three of this project we continued to collect and analyze data from the Cornell and Syracuse teams, but again extended the project to include wireless tool use in less formal learning contexts. Two prototypes were developed and tested, both driven by location-aware platforms that allowed users to access information relevant to the particular context they were in. In the first instance, a campus tour was developed using GPS and handheld technology that allowed students to walk around campus and access information regarding different buildings and locations providing them with both historical provenance and
current information regarding activities, places to eat, trivia, etc. In addition, this tool provided students with the ability to leave notes for others who would subsequently take the tour. All activity was recorded including where students visited, for how long, what information they accessed, and the content of the notes they left behind. In the second prototype, a handheld application was developed for the Johnson Museums Asia exhibit. The goal was to provide additional multimedia information to patrons regarding each artifact, as well as an opportunity to communicate with other patrons and curators. In the final year of this project and up to the present, we have continued our data collection efforts with engineering design teams and continue to develop handheld applications for both the Johnson Museum and the Renwick Gallery in Washington, D.C. For the Johnson Museum Two new prototypes have been developed, one for adults specifically for use with the Byrdcliff exhibition this
past fall, and one for children. Both were designed to encourage collaboration and learning among visiting patrons, social navigation, and to allow participation in the development of a collective creative display.
Impacts
These varied projects have resulted in the accumulation of an array of data, ranging form survey and questionnaire responses, interviews, observation, and data logging. By varying the contexts, populations, the devices, and the questions asked, we have been able to address such question as; what are the effects of these mobile learning devices on classroom learning? How are these effects mediated by the structure and content of the class itself? What are the characteristics of individuals who adopt these tools early on and those who lag behind? What are users doing on the Internet and why? What are the individual differences associated with what activities users engage in? What factors contribute to the formation of social networks and how do this change over time? How do users find information and what variables impact how efficiently they are able to do this? How is learning transformed for children using these devices in informal learning context and how might we
extend these findings to traditional classroom settings? The answers to these and other questions have enabled us to better understand the impact of these technologies and how to design applications that improve still further, their potential impact for learning.
Publications
- Hembrooke, H., Granka, L.A., Gay, G.K., & Liddy. 2005. The effects of expertise and feedback on search term selection and subsequent learning. Journal of the American Society for Information Science and Technology.
- Pan, B., Hembrooke, H., Gay, G., Granka, L., Feusner, M., and Newman, J. 2004. The determinants of web page viewing behavior: An eye tracking study. In S.N. Spencer (Ed.), Proceedings of Eye Tracking Research & Applications, New York: ACM SIGGRAPH.
- Pan, B, Gay, G.K., Saylor, J., Hembrooke, H.A., Henderson, D. 2004. Usability, learning, and subjective experience: User evaluation of K-MODDL in an undergraduate class. In H. Chen, M. Christel, & E. Lim (Ed.), Proceedings of the Fourth ACM/IEEE Joint Conference on Digital Libraries (JCDL' 04) (pp. 188-189). New York: ACM.
- Walther, J.B., Gay, G., & Hancock, J.T. 2005. How do communication and technology researchers study the Internet. Journal of Communication.
- Gay, G. & Hembrooke, H. 2004. Activity-centered design: An ecological approach to designing smart tools and usable systems. Cambridge, MA: MIT Press.
- Boehner, K., Gay, G., & Larkin, C. 2005. Drawing evaluation into design for mobile computing: A case study of the Renwick Gallerys handheld education project. Journal of Digital Libraries, Special Issue.
- Cho, H.C., Gay, G., Davidson, B.D. and Ingraffea, A. 2005. Communication Styles, Social Networks, and Learning Performance in a CSCL. Journal of Computers and Education.
- Cho, H., Lee, J., Stefanone, M. and Gay, G. 2005. Development of Computer-Supported Collaborative Social Networks in an Online Learning Community. Behavior and Information Technology.
- Boehner, K., Sengers, P., & Gay, G. 2005. Affective presence in museums: Ambient systems for creative expression. Journal of Digital Creativity.
- Granka, L., Joachims, T., & Gay, G. 2004. Eye-Tracking Analysis of User Behavior in WWW Search. In Proceedings of 28th Annual ACM Conference on Research and Development in Information Retrieval (SIGIR '04), Sheffield, UK.
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Progress 01/01/03 to 12/31/03
Outputs
Following up on two earlier prototypes from last year, the second generation of these context aware systems was designed based upon what we learned from the evaluation of the earlier applications. We evaluated a newer version of this earlier museum system at the Renwick Gallery in Washington, D.C. Visitors responded positively to the greatly enhanced video and the highly dynamic nature of the information they were able to obtain about different exhibits, periods, and the artists who created them. However, in both of the earlier systems, information was pushed to the end user, and though both were originally designed to encourage interaction through leaving and reading notes from others who had gone before them, users, especially in the museum setting, wanted greater opportunity to interact with others in the same setting. Our next iteration of this tool is being designed such that users will still be able to retrieve information about exhibits and artists, but their
presence and other patrons' presence in and around the museum will be used as input data and fed back to them on their handheld devices. The display itself will represent location, movement, and density information about all patrons in the space on an aggregate level, depicting this information in an ambiguous display creating the sense that patrons are contributing to a collective work of art. Currently, we have built a simulation to model different variables and will be working with graphic artists to design the visual output. Later this year we will be working with the Johnson Museum to test and evaluate this new application. In the above project, users receive information about an artifact based on their proximity to the object. The more common scenario for users seeking information about an object or topic often involves developing and restructuring search queries, retrieving information and making final judgments about the relevancy of the information retrieved. We are working
with the Natural Language Processing group at Syracuse University testing the usefulness and relevancy of metadata components during search, whether it is used effectively, and if not, how do we go about educating people about its usefulness, and/or change the way metadata is structured to better reflect what users do naturally in their search queries.
Impacts
These projects will help us develop systems that are useful, efficient, informative, and enjoyable to use. Enhancing the user experience by developing smart tools and usable systems is one of our overarching goal. In addition, both projects lend themselves well to addressing a broad range of research questions on human learning and behavior.
Publications
- Boehner, K. and Gay, G.. 2003. The Renwick Gallery handheld education project: A case study in reflective design. White Paper for CIMI Handscape Project. July
- Liddy, L., Gay,G., Allen, E., Hembrooke, H., Finneran, T., Granka, L. 2003. MetaTest: Evaluation of metadata from generation to use. Proceedings of the Joint Conference on Digital Libraries
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Progress 01/01/02 to 12/31/02
Outputs
This year, while we have continued to look at collaborative tools use in traditional learning context, we have expanded our investigations into how these tools might be used in less formal learning contexts. Two prototypes were designed, developed and tested; one for the Johnson Museum, and the other, a campus-wide tour guide. In both applications individuals could retrieve information relevant to the context via the wireless network or GPS, as well as interact with others by leaving 'notes' in various locations. These 'notes', actually comments, questions, opinions, etc. could then be retrieved by others who subsequently used the system. Evaluation of these systems enabled us to look at who is using various features, how, and whether or not the inclusion of a socially collaborative feature does or does not enhance the user experience in each context. Another part of this project involves information retrieval. This year, in collaboration with the Natural Language
Processing Lab at Syracuse University, we have begun designing studies and testing different methods to help inform automatic metadata extraction techniques.
Impacts
By investigating both user and system we can design, test, and redesign almost simultaneously. As Context-Aware computing becomes an integral part of learning environments, it's crucial to inform the design process with user feedback and behavior. Since information and retrieval will be a critical component of most any collaborative work/learning scenario we need to design systems that both expedite the search process as well as increase the probability of relevant resource retrieval.
Publications
- Burrell, J., Gay, G., Kubo, K., & Farina, N. 2002. Context-Aware Computing: A Test Case. UBICOMP 2002, 1-15.
- Burrell, J., Gay, G. 2002. E-Graffiti: Evaluating Real-World Use Of a Context_Aware System. Interacting With Computers, 14, 301-312.
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Progress 01/01/01 to 12/31/01
Outputs
Computer and wireless networks have enormous potential to enhance traditional learning environments. Collaborative and communication tools, multimedia capabilities, 24-hour access to digital libraries, the World Wide Web and on-line learning materials, videoconferencing and at-a-distance learning opportunities all stand to contribute to the changing face of education. This year, in collaboration with the Engineering department here at Cornell and Syracuse University we have been investigating the impact of these learning technologies in a CMC distributed learning environment. Our focus this first year has been on the evaluation of collaborative tools use as well as the interface for the web-based portal providing the connection between the two universities. In addition, this environment provided a context for unobtrusive data collection of Internet and Email usage. From this we will be able to discern the factors influencing natural group formation, Internet use and
preferences. This data will further contribute to the development architecture for a natural language processing which promises to enhance information seeking efficacy. Other fledgling projects have developed as well, including the concurrent tracking of location and computer activity, eye tracking experiments, and the systematic investigation of search behavior under various levels of expertise.
Impacts
This multifaceted, interactive approach to research and design allows us to explore the impact of these new technologies and design and evaluate improvements almost in parallel. The results of our studies will be incorporated into subsequent engineering classes to improve delivery of the course material and coordination between the groups across the two campuses. Our continued data collection efforts will foster a greater understanding on how best to incorporate these technologies, who benefits most and how, and for those that may not, how we might circumvent and intervene so that they do.
Publications
- Gay, G. ( 2001 ) Social Considerations in Designing Digital Museums. Special Issue Spectra
- Burrell, J., Gay, G. ( 2001 ) Collectively Defining Context in a Mobile, Networked Computing Environment. Paper presented at CHI 2001, Seattle, WA
- Stefanone, M., Cho, H., Gay, G. ( 2001 ) Structural Reproduction of Social Networks in Computer-Mediated Communication Forums. Journal of Online Behavior
- Gay, G. ( 2001 ) Co-Construction of Digital Museums. Spectra 28(1) pgs. 12-14
- Burrell, J., Treadwell, P., Gay, G. ( 2001 ) Designing for Context: Usability in a Ubiquitous Environment. CHI 2001 Paper
- Gay, G., Reiger, R., Bennington, T. ( 2001 ) Using mobile computing to enhance field study. In Miyake, N., Hall R, and Koschmann, T. (Eds.). Carrying the conversation forward. Mahwah, NJ: Erlbaum
- Gay, G., Stefanone, M., Grace-Martin, M., Hembrooke, H (2002) The Effects of Wireless Computing in Collaborative Learning Environments. International Journal of Human-Computer Interaction
- Grace-Martin, M., Gay, G. (2001) Web Browsing, Mobile Computing and Academic Performance. Special Issue on Cirriculum, Instruction, Learning and the Internet. IEEE and International Forum of Educational Technology & Society
- Burrell, J., & Gay, G. (2001) E-graffiti: Evaluation Real -World Use Of a Context-Aware System. Interacting With Computers: Special Issue on Universal Usability
- Kubo, K., Gay, G., Burrell, J. ( April 2002 ) CampusAware: Evaluation a Mobile System Driven by User Input. Proceedings of the Computer-Human Interaction Conference, Minneapolis, MN
- Gay, G., Hembrooke, H. ( January 2002 ) Browsing Behaviors in Wireless Learning Networks. In Proceedings of the HICSS Conference
- Cho, H., Stefanone, M., Gay, G. ( January 2002 ) Social Information Sharing In a CSCL Community. Proceedings of the 2002 CSCL
- Grace-Martin, M., Gay, G. ( 2001 ) Curriculum, Instruction, Learning and the Internet. Special Volume, Journal of Educational Technology and Society and IEEE
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Progress 01/01/00 to 12/31/00
Outputs
Technology is changing the face of education. Computers and wireless networks have the potential to greatly enrich collaboration while simultaneously uncoupling location and function. These changes have the ability to alter where students learn and how the university creates and disseminates ideas, knowledge, and understanding on campus and at a distance. In order to learn more about the impacts of technology on education and ultimately improve the learning experience, we created course-based testbeds to explore the possibilities and impact of mobile computing technologies on the process of instruction and learning. We involved the students themselves in addressing and solving the problems of nomadic collaboration, library access, and collaborative software development. In addition to evaluating the direct impact of these new technologies, we also incorporated a rapid feedback cycle for incorporating changes and improvements into the courses on campus and at a
distance. Like most busy people, students use the resources that are most accessible and avoid tools that are inconvenient. This project sets out to demonstrate that, by eliminating barriers to use, mobile computing can increase students' use of digital libraries, online learning materials and collaboration tools, and ultimately improve the quality of their education. We are guided by literature focusing on computer supported cooperative learning (CSCL) and consider such tools and phenomena as information filtering agents, information retrieval systems, recommender systems, social/collaborative filtering and navigation and search reformulation. Information intensive upper-level courses in engineering, computer-mediated communication, digital libraries, and software engineering were studied for this project. Students and instructors were provided with a rich set of information services and laptop computers equipped for mobile networking. The HCI-Group is studying the impact of these
innovations and use the results to modify the courses for the future. Our objectives include: 1. Exploring the integration of library resources with mobile learning environments; 2. Exploring the use of mobile computers to document and record learning activities; 3. Examining the use of mobile computing systems for distance learning activities; and 4. Examining the use of these systems for collecting and annotating documents and composing papers and multimedia reports.
Impacts
We categorized the content of the top 2000 URL hosts (in terms of hits) appearing in the over 1.7 million records of Web browsing data we collected in our proxy server log over the course of the entire year. By doing so, we were able to assign a category to approximately 87% of the URLs we captured regarding test students' browsing. In the studies, we examined information seeking behaviours, gender differences, performance, context aware computing, divided attention, and social networks.
Publications
- Gay, G. 2000. June. Editor, Special issue of Journal of Computer Mediated Communication on visual communication: 5(4).
- Jones, M.L.W., Rieger, R.H. Tradwell, P., and Gay, G.K. 2000. Live from the stacks: under feedback on mobile computers and wireless tools for library patrons. Proceedings of ACM Conference on Digital Libraries, San Antonio, TX, June.
- Burrell, J., Treadwell, P., and Gay, G.K. Designing for Context: Usability in a Ubiquitous Environment. Proceedings of the 2000 Conference on Universal Usability, pp 80-84.
- Bennington, T. and Gay, G.K. 2000. Spring. Mediated perception and expression: Contributions of phenomenological film theory approach. Journal of Computer Mediated Communication: 5(4.
- Pena-Perez, J., Martin, W., and Gay, G. 2000. June. An epistemological framework for analyzing student interactions in computer-mediated communication environments. Journal of Interactive Learning Research.
- Gay, G., Rieger, R. and Bennington, T. 2000. Using mobile computing to enhance field study. In T. Koschman (ed.), CSCL2: Carrying forward the conversation, hillsdale, NJ: Lawrence Erlbaum.
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