How peripheral data visualisation systems support secondary school teachers during VLE-supported lessons
| Autor: | Bernice d'Anjou, Saskia Bakker, Pengcheng An, Tilde Bekker |
|---|---|
| Přispěvatelé: | Eindhoven School of Education, Industrial Design, Future Everyday |
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
Teacher interventions
business.industry 05 social sciences Psychological intervention Privacy laws of the United States 020207 software engineering 02 engineering and technology Space (commercial competition) Peripheral data visualisation Field (computer science) Visualization School teachers Data visualization Virtual Learning Environment Mixed methods study 0202 electrical engineering electronic engineering information engineering Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Virtual learning environment 0501 psychology and cognitive sciences business Psychology 050107 human factors |
| Zdroj: | Conference on Designing Interactive Systems DIS 2019-Proceedings of the 2019 ACM Designing Interactive Systems Conference, 859-870 STARTPAGE=859;ENDPAGE=870;TITLE=DIS 2019-Proceedings of the 2019 ACM Designing Interactive Systems Conference |
| Popis: | Through the integration of technology-enhanced learning (TEL) in the classrooms, there is an increase in Virtual Learning Environment-supported classes in secondary schools, which brings unintentional complexities in terms of monitoring for teachers [25]. To support secondary school teachers during VLE-supported lessons, a peripheral data visualisation system was designed and implemented in a three-week field study. Both qualitative and quantitative data were gathered and analysed through methodological triangulation in order to get an in-depth understanding about the use of the system by teachers. The key findings from our study were that the peripheral data visualisation tool, by being a distributed, highly visible system, was well integrated in the teachers' practice. The peripheral visualisation served as a trigger for teacher interventions where the teacher could confront the student's level of concentration and provide support when a student needs it. Furthermore, by offloading the secondary tasks of checking the students' level of concentration and progress to the visualisation, most teachers experienced more peace of mind and space to manage their primary teaching practice. Lastly, approximately 95% of 89 students experienced the data visualisation as neutral or motivating, while 5.7% of the students experienced violation of privacy by this medium. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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