论文标题
外围互动系统如何通过差异化的指导支持教师：使用萤火虫作为探测
How Peripheral Interactive Systems Can Support Teachers with Differentiated Instruction: Using FireFlies as a Probe
论文作者
论文摘要
教师对课堂上不同学习者的实时需求的回应对于每个学习者的成功都很重要。提供差异化指导（DI）的老师为每个学生提供了相关的支持，并承认他们的学习风格和节奏差异。但是，由于课堂上已经复杂且密集的例程，教师实施DI现场的要求和耗时。这项研究旨在通过外围互动系统启用毫无轻松的低阈值学生教师沟通来探索如何缓解教师的课堂差异化。也就是说，我们提出了一项为期六周的研究，其中使用一组分布式的交互式LED-Objects（“ Fireflies”平台）与八名学校教师进行了迭代共同设计和现场测试的互动解决方案。通过将我们的发现与DI理论联系起来，我们就有关支撑DI的外围互动系统的优势和局限性的经验知识。综上所述，我们总结了未来设计的具体机会和建议。
Teachers' response to the real-time needs of diverse learners in the classroom is important for each learner's success. Teachers who give differentiated instruction (DI) provide pertinent support to each student and acknowledge their differences in learning style and pace. However, due to the already complex and intensive routines in classrooms, it is demanding and time-consuming for teachers to implement DI on-the-spot. This study aims to explore how to ease teachers' classroom differentiation by enabling effortless, low-threshold student-teacher communications through a peripheral interactive system. Namely, we present a six-week study, in which we iteratively co-designed and field-tested interaction solutions with eight school teachers, using a set of distributed, interactive LED-objects (the 'FireFlies' platform). By connecting our findings to the theories of DI, we contribute empirical knowledge about the advantages and limitations of a peripheral interactive system in supporting DI. Taken together, we summarize concrete opportunities and recommendations for future design.
