The recent introduction of computationally-enhanced tables that support simultaneous, multi-user input has important implications for co-located, face-to-face activity. Educational applications particularly stand to benefit from this new technology, which can combine the benefits of small group work with the enhancements offered by digital media. In this paper, we explore how the unique affordances of interactive tables provide a match for the needs of foreign language education, and how the design of tabletop software can be subtly altered to encourage desired educational outcomes. We present three prototype applications, and explore four design variations (feedback modality, feedback privacy, spatial configuration, and interaction visualizations) to assess their impact on student participation and self-assessment. We present observations of the use of our prototypes in two settings: (1) a controlled laboratory study and (2) authentic use by students as part of a language course at our university, and discuss our preliminary findings and avenues for future exploration.
|Number of pages||9|
|State||Published - 2005|