I am interested in how we interact with new technologies, and how to better design these technologies so that they best support human capabilities. A number of eWriter Research projects are underway at different stages.
This research will continue investigating how a digital tablet device (Papyr) and its associated cloud-based document portal can support instructors who would normally write notes on a board during teaching when working from home, or when teaching in a classroom with limited whiteboard space. Participants will include VIU instructors and their students. Methodology will include pre- and post- questionnaires and interviews to investigate how the Papyr device can support the instructor's workflow, and the students' perceptions of the effectiveness of this mode of delivery.
The physical distancing protocols initiated to flatten the curve of the spread of the COVID-19 virus during the spring of 2020 resulted in educational institutions around the globe rapidly moving from traditional instructional methods to alternate delivery methods. The timing of this move resulted in instructors having to alter instructional methods mid-term with little time to prepare. Especially challenged by this process are instructors who traditionally rely on working on a whiteboard in a face to face classroom environment. This presents a unique opportunity to assess the impact of this rapid transition. We compare the effectiveness of a rapidly developed instructional model to that of a more purposely developed whiteboard-style instructional model supported by ePaper educational technology.
In this study, we investigate the usability of an eWriter device for note-taking in an undergraduate course. In particular, the research will focus on two areas of usability: Effectiveness and Ease of Use. The goal of this work is to further refine our understanding of how students may make use of digital note-taking devices in the classroom, how it might impact their note-taking practice, and how effective it may seem to them.
These research projects are based at both VIU and UVic, and involve students and faculty from both campuses, including VIU Computer Science students, a former VIU CS student who is now pursuing on a Masters at UVic, and colleagues at UVic. The students have been supported by NSERC Engage grants and have been working with a Canadian industry partner, QuirkLogic Inc., under the supervision of Dr. Ulrike Stege, Dr. Mike Masson, and myself.
In this research, we investigate how much people have to adapt their writing technique to write on digital media like emmitive tablets (iPad) and reflective eWriter devices using digital styluses.
In this research, we investigate how note-taking modality impacts learning. We compare learning on three mediums: traditional paper and pen, laptop and keyboard, and eWriter with a digital stylus.
Two VIU Computing Science Undergraduate students researched typeface design for e-Paper Displays. The students were supported by an NSERC Engage grant, and were working here at VIU with a Canadian industry partner, under the supervision of Dr. Ulrike Stege at the University of Victoria and myself.