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Proportion (2011–13)

ProportionProportion is a shareable interface, implemented on iPad, for two children to learn proportional reasoning by collaboratively solving a series of increasingly diffcult problems. Each user controls one of two columns. For each challenge, they must align the columns so that their heights are in the given numerical proportion. This application was created to investigate the potential of multi-touch tablets to support co-located collaborative learning. Proportion was awarded special recognition (2nd place) at the EC-TEL 2012 TEL Demo Shootout.
  • Rick, J., Kopp, D., Schmitt, L., & Weinberger, A. (2015). Tarzan and Jane share an iPad. In Proceedings of CSCL 2015 (pp. 356–363). ISLS. [pdf]
  • Rick, J., Bejan, A., Roche, C., & Weinberger, A. (2012). Proportion: Learning proportional reasoning together. In Proceedings of EC-TEL 2012 (pp. 513–518). Springer-Verlag. [download, video]
  • Rick, J. (2012). Tiny tabletops: A research agenda. In Workshop Proceedings of ICLS 2012, "Digital Ecosystems for Collaborative Learning". [pdf, video]
  • Rick, J. (2012). Proportion: A tablet app for collaborative learning. In Proceedings of IDC 2012 (pp. 316–319). New York: ACM Press. [download, poster]

MultiDraw (2010–11)

MultiDrawMultiDraw is a drawing application for iPad that allows drawing with more than one finger. Along with the basis software, MultiDraw implements a "Picture Consequences" party game, wherein four players take turns drawing one part of a figure: head, torso, legs, and feet. The game is played with four players, each using an iPad. After each round, the iPads are passed clockwise, so that each person draws one part of each figure. After the drawing portion, players stack the iPads and then reveal their creations one at a time, giving them a name and assigning them a laugh. This application was created to investigate the potential of tablets to be a shareable interface (i.e., being small enough to use as individual devices, yet large enough to be used by a small group).
  • Yuill, N., Rogers, Y., & Rick, J. (2013). Pass the iPad: Collaborative creating and sharing in family groups. In Proceedings of CHI 2013 (pp. 941–950). New York: ACM Press. [download, video]
  • Yuill, N., Rogers, Y. and Rick, J. (2011). Pass the iPad: Comparing collaboration on paper and screen. Position paper for "Next Generation of HCI and Education" workshop, CHI 2011, Vancouver. [pdf]

Quadratic (2009–10)

QuadraticQuadratic is a virtual manipulative for two learners to explore algebraic equations on an interactive tabletop. It is based on a physical manipulative reported on by Jerome Bruner in Towards a Theory of Instruction, 1966. The virtual version adds several important features: 1) negative pieces; 2) multiple palettes; 3) multiple linked representations between the visual elements, the equivalent algebraic expression, and the graph of that expression; 4) the ability to provide feedback on posed challenges. It thus significantly expands the educational scope of the manipulative.
  • Rick, J. (2010). Quadratic: Manipulating algebraic expressions on an interactive tabletop. In Proceedings of IDC 2010, pages 304–307. ACM Press. [download]

The Diamond Mystery (2009–10)

The Diamond MysteryThe Diamond Mystery is a collaborative game (i.e., players work together instead of competing with each other) developed to understand how configurations of shareable and personal devices affect the way people share information and, in turn, are able to collaborate in order to achieve a shared goal. Moving around the game board, three amateur detectives collect clues necessary to solve the game. Each detective receives his or her respective clues on an individual handheld device (iPod touch). To facilitate the creation of a shared external representation, we provide a multi-user concept mapping software for the DiamondTouch interactive tabletop.

Articles on the Diamond Mystery game have been submitted for publication.

TransTime (2009)

TransTimeTransTime is a pattern game for 5–6 year olds to engage how time progresses. Two children work together on an interactive tabletop to place twenty-five puzzle pieces into five sequences. Each sequence exemplifies a different notion of time progression that children should be familiar with: 1) the butterfly life cycle, 2) human life from infant to old age, 3) from seed through bud to tree, 4) activities during a typical school day, and 5) making a cake from ingredients. TransTime was developed by Phyllis Francois as part of Masters project at Middlesex University.
  • Rick, J., Francois, P., Fields, B., Fleck, R., Yuill, N. and Carr, A. (2010). Lo-fi prototyping to design interactive-tabletop applications for children. In Proceedings of IDC 2010, pages 138–146. ACM Press. [download]

DigiTile (2008–2009)DigiTile at the Brighton Science Festival

DigiTileDigiTile is a construction kit for engaging mathematical concepts of fractions and symmetry by designing colorful mosaic tiles. It was created for the ShareIT Project as part of an effort to understand how shareable interfaces (in this case, an interactive tabletop) can support collaborative learning.

DigiTile is based on DigiQuilt by K.K. Lamberty, University of Minnesota, Morris.
  • Rick, J., Marshall, P., and Yuill, N. (2011). Beyond one-size-fits-all: How interactive tabletops support collaborative learning. In Proceedings of IDC 2011, pages 109–117. ACM Press. [download]
  • Rick, J. (2011). Collaborating across multiple linked representation. Position paper for "Multiple Perspectives on Multiple Representations (MUPEMURE)" workshop, STELLAR Alpine Rendez-Vous 2011. Massif des Aravis, France. [pdf]
  • Rick, J., Rogers, Y., Haig, C., and Yuill, N. (2009). Learning by doing with shareable interfaces. Children, Youth and Environments, 19(1):321–342. [download]
  • Rick, J. and Rogers, Y. (2008). From DigiQuilt to DigiTile: Adapting educational technology to a multi-touch table. In Proceedings of TABLETOP '08, pages 79–86. IEEE Computer Society. [download]

OurSpace (2008)

OurSpaceOurSpace is a seating allocation application for the DiamondTouch tabletop. It was developed to study how children use an interactive tabletop to complete a design task that is both engaging (the children find the task intrinsically motivating) and challenging (it is relatively difficult to arrive at an acceptable solution). In the research study, groups of three children worked together to position tables in their classroom and to seat students around those tables. Each group completed the task twice, once in single-touch mode and once in multiple-touch mode. In single-touch mode, only one participant could interact with the interface at a time. In multiple-touch mode, all three could interact simultaneously. By comparing across the two conditions, we were able to investigate the value of concurrent use for issues of engagement, use, gender differences, and equity of participation.
  • Rick, J., Francois, P., Fields, B., Fleck, R., Yuill, N. and Carr, A. (2010). Lo-fi prototyping to design interactive-tabletop applications for children. In Proceedings of IDC 2010, pages 138–146. ACM Press. [download]
  • Fleck, R., Rogers, Y., Yuill, N., Marshall, P., Carr, A., Rick, J. and Bonnett, V. (2009). Unpacking collaboration around the tabletop: Implications for collaborative learning. In Proceedings of ITS '09. ACM Press.
  • Harris, A., Rick, J., Bonnett, V., Yuill, N., Fleck, R., Marshall, P. and Rogers, Y. (2009). Around the table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions? In Proceedings of CSCL 2009, pages 335–344. ISLS. [pdf]
  • Rick, J., Harris, A., Marshall, P., Fleck, R., Yuill, N. and Rogers, Y. (2009). Children designing together on a multi-touch tabletop: An analysis of spatial orientation and user interactions. In Proceedings of IDC 2009, pages 106–114. ACM Press. [download]
  • Marshall, P., Fleck, R., Harris, A. Rick, J., Hornecker, E., Rogers, Y., Yuill, N. and Dalton, N. S. (2009). Fighting for control: Children's embodied interactions when using physical and digital representations. In Proceedings of CHI 2009, pages 2149–2152. ACM Press. [download]

AniAniWeb (2002–07)

AniAniWebAniAniWeb is a server application for designing personal (those belonging to an individual) home pages. AniAniWeb extends a wiki approach to personal home pages. While wikis are useful for group collaboration, users of personal home pages have different needs. For instance, looks become more important and access control becomes a more challenging concern.

"Wiki wiki" means quick in Hawaiian creole. Ward Cunningham named his technology "WikiWikiWeb," because the quickest way to create a website is to ask anyone in the world to also be an editor of the site. To pay homage to the WikiWikiWeb, I named this technology "AniAniWeb" (or ani for short). In Hawaiian creole, "aniani" means mirror. While static home pages tend to be like a portrait, anis are more alive and other people in the periphery can contribute, even if the main focus is on the person in the mirror.
  • Rick, J. (2007). AniAniWeb: A wiki approach to personal home pages. In Proceedings of WikiSym '07, pages 99–118. ACM Press. [pdf]
  • Rick, J. (2007). Personal home pages in academia: The medium, its adopters, and their practices. Unpublished doctoral dissertation, Georgia Institute of Technology, Atlanta, GA. [download]
  • Rick, J. and Guzdial, M. (2004). Improving personal home pages to support learning as becoming and belonging. In Proceedings of ICLS 2004, page 631. [paper pdf, poster pdf]

Collaborative Websites (1999–2006)

ComSwikiCoWeb / Squeak Wiki (Swiki) is a server application for creating collaborative websites, conceptually based on Ward Cunningham's WikiWikiWeb. CoWeb focuses on educational activities, such as complementing classroom lecture with a out-of-class collaborative activities—pin-ups, close reading, discussion, and group projects.

CoWebs have been used in over 300 classes at Georgia Tech in fields such as architecture, chemical engineering, mathematics, computer science, etc. Because it is an open-source project, it has developed a strong presence at other universities (University of Illinois Urbana-Champaign, University of Colorado—Boulder, etc.) and private companies. A recent Google search on Swiki produced over one million hits. To download the software, visit the Swiki Swiki. CoWeb use has received two awards:
  1. 2001 Teaching and Learning Technologies for Rhetoric and Writing. McGraw-Hill Technology Design Competition. Computers and Writing Conference. (for CoWeb use in English composition; award shared jointly with Lissa Holloway-Attaway, Literature Communications and Technology)
  2. 1999 Education Honors Award. American Institute of Architects. (for CoWeb use in architecture)
  • Rick, J. and Guzdial, M. (2006). Situating CoWeb: A scholarship of application. International Journal of Computer-Supported Collaborative Learning, 1(1):89–115. [pdf]
  • Guzdial, M., Rick, J. and Kehoe, C. (2001). Beyond adoption to invention: Teacher-created collaborative activities in higher education. The Journal of the Learning Sciences, 10(3):265–279. [pdf]
  • Guzdial, M., Rick, J. and Kerimbaev, B. (2000). Recognizing and supporting roles in CSCW. In Proceedings of CSCW 2000, pages 261–268. ACM Press. [pdf]
  • Craig, D. L., Haq, S., Khan, S., Zimring, C., Kehoe, C., Rick, J. and Guzdial, M. (2000). Using an unstructured collaboration tool to support peer interaction in large college classes. In Proceedings of ICLS 2000, pages 178–184. [pdf]

AudioExplorer (2000)

AudioExplorerAudioExplorer is a Squeak application for exploring the physics of sound and music by examining the frequency domain. The frequency domain is a transformation of the sound signal into its frequency components. Since our ear perceives frequencies, examining the frequency domain is a useful way to understand the properties of music. The system consists of a music keyboard giving sound input into the computer; the AudioExplorer software displays the signal on the screen, which can then be analyzed by the learners.

AudioExplorer is a tool for inquiry-based learning. The environment gives the users the opportunity to explore the subject (audio and music) and thereby discover the principles of the subject rather than passively learn about them. Thus, learning is active and students are encouraged to construct their own meaning.
  • Rick, J. and Lamberty, K.K. (2005). Medium-based design: Extending a medium to create an exploratory learning environment. Interactive Learning Environments, 13(3):179–212. [pdf]
  • Rick, J. and Lamberty, K.K. (2004). Medium-based design: Supporting bricoleur designers. In Proceedings of ICLS 2004, page 630. [paper pdf, poster pdf]
  • Rick, J. (2002). AudioExplorer: Multiple linked representations for convergence. In Proceedings of CSCL 2002, pages 535–536. [pdf]