Publication statistics

Pub. period:2000-2011
Pub. count:11
Number of co-authors:15


Number of publications with 3 favourite co-authors:

Nicola Yuill:5
Yvonne Rogers:4
Rowanne Fleck:4



Productive colleagues

Jochen Rick's 3 most productive colleagues in number of publications:

Yvonne Rogers:99
Eva Hornecker:44
Paul Marshall:28

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Jochen Rick


Publications by Jochen Rick (bibliography)

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Rick, Jochen, Marshall, Paul and Yuill, Nicola (2011): Beyond one-size-fits-all: how interactive tabletops support collaborative learning. In: Proceedings of ACM IDC11 Interaction Design and Children 2011. pp. 109-117. Available online

Previous research has demonstrated the capacity of interactive table-tops to support co-located collaborative learning; however, these analyses have been at a coarse scale -- focusing on general trends across conditions. In this paper, we offer a complimentary perspective by focusing on specific group dynamics. We detail three cases of dyads using the DigiTile application to work on fraction challenges. While all pairs perform well, their group dynamics are distinctive; as a consequence, the benefits of working together and the benefits of using an interactive tabletop are different for each pair. Thus, we demonstrate that one size does not fit all when characterizing how interactive tabletops support collaborative learning.

© All rights reserved Rick et al. and/or ACM Press

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McCrindle, Carrie, Hornecker, Eva, Lingnau, Andreas and Rick, Jochen (2011): The design of t-vote: a tangible tabletop application supporting children's decision making. In: Proceedings of ACM IDC11 Interaction Design and Children 2011. pp. 181-184. Available online

Children are not necessarily motivated to collaborate if no common ground can be found. In this paper, we present t-vote, a system supporting children's decision making. To encourage collaboration in a museum's context, we employ tangible pawns on a tabletop interface and implicitly script the decision making process of children. We describe the system design, our design process, and rationale.

© All rights reserved McCrindle et al. and/or ACM Press

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Rick, Jochen, Francois, Phyllis, Fields, Bob, Fleck, Rowanne, Yuill, Nicola and Carr, Amanda (2010): Lo-fi prototyping to design interactive-tabletop applications for children. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 138-146. Available online

Interactive tabletops are an exiting new platform for supporting children's collaboration. With design guidelines and standardized interaction principles still immature, there is a considerable need for iterative prototyping to define the task and interface. Lo-fi prototypes -- using cardboard, paper, etc. -- are easy to develop, flexible to adjust during design sessions, and intuitive for users to manipulate. Using them can be a valuable step in designing tabletop applications. In this paper, we detail the design process of two tabletop applications, concentrating on the role of lo-fi prototyping. TransTime is a pattern game for 5-6 year olds to engage how time progresses. OurSpace is a design tool for 7-9 year olds to arrange desks and assign seats for students in their classroom. By comparing the experiences, we arrive at a better understanding of the benefits, challenges, and limits of using lo-fi prototypes to design interactive-tabletop applications for children.

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Rick, Jochen (2010): Quadratic: manipulating algebraic expressions on an interactive tabletop. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 304-307. Available online

This paper introduces Quadratic -- a virtual manipulative for two people to explore algebraic expressions on an interactive tabletop. Users assemble rectangles out of fundamental components: 1, x, and x{sup:2}. As the area of a rectangle is both the product of its sides and the sum of its components, users can explore how the product of two linear expressions (the rectangle's sides) equals a quadratic equation (the rectangle's area). This virtual manipulative adds several important features to the previously existing physical manipulative: 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.

© All rights reserved Rick and/or his/her publisher

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Rick, Jochen (2010): Performance optimizations of virtual keyboards for stroke-based text entry on a touch-based tabletop. In: Proceedings of the 2010 ACM Symposium on User Interface Software and Technology 2010. pp. 77-86. Available online

Efficiently entering text on interactive surfaces, such as touch-based tabletops, is an important concern. One novel solution is shape writing -- the user strokes through all the letters in the word on a virtual keyboard without lifting his or her finger. While this technique can be used with any keyboard layout, the layout does impact the expected performance. In this paper, I investigate the influence of keyboard layout on expert text-entry performance for stroke-based text entry. Based on empirical data, I create a model of stroking through a series of points based on Fitts's law. I then use that model to evaluate various keyboard layouts for both tapping and stroking input. While the stroke-based technique seems promising by itself (i.e., there is a predicted gain of 17.3% for a Qwerty layout), significant additional gains can be made by using a more-suitable keyboard layout (e.g., the OPTI II layout is predicted to be 29.5% faster than Qwerty).

© All rights reserved Rick and/or his/her publisher

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Marshall, Paul, Fleck, Rowanne, Harris, Amanda, Rick, Jochen, Hornecker, Eva, Rogers, Yvonne, Yuill, Nicola and Dalton, Nick Sheep (2009): Fighting for control: children's embodied interactions when using physical and digital representations. In: Proceedings of ACM CHI 2009 Conference on Human Factors in Computing Systems 2009. pp. 2149-2152. Available online

Tabletop and tangible interfaces are often described in terms of their support for shared access to digital resources. However, it is not always the case that collaborators want to share and help one another. In this paper we detail a video-analysis of a series of prototyping sessions with children who used both cardboard objects and an interactive tabletop surface. We show how the material qualities of the digital interface and physical objects affect the kinds of bodily strategies adopted by children to stop others from accessing them. We discuss how children fight for and maintain control of physical versus digital objects in terms of embodied interaction and what this means when designing collaborative applications for shareable interfaces.

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Rick, Jochen, Harris, Amanda, Marshall, Paul, Fleck, Rowanne, Yuill, Nicola and Rogers, Yvonne (2009): Children designing together on a multi-touch tabletop: an analysis of spatial orientation and user interactions. In: Proceedings of ACM IDC09 Interaction Design and Children 2009. pp. 106-114. Available online

Applications running on multi-touch tabletops are beginning to be developed to enable children to collaborate on a variety of activities, from photo sharing to playing games. However, little is know as to how children work together on such interactive surfaces. We present a study that investigated groups of children's use of a multitouch tabletop for a shared-space design task, requiring reasoning and compromise. The OurSpace application was designed to allow children to arrange the desks in their classroom and allocate students to seats around those desks. A number of findings are reported, including a comparison of single versus multiple touch, equity of participation, and an analysis of how a child's tabletop position affects where he or she touches. A main finding was that children used all of the tabletop surface, but took more responsibility for the parts of the design closer to their relative position.

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Fleck, Rowanne, Rogers, Yvonne, Yuill, Nicola, Marshall, Paul, Carr, Amanda, Rick, Jochen and Bonnett, Victoria (2009): Actions speak loudly with words: unpacking collaboration around the table. In: Proceedings of the 2009 ACM International Conference on Interactive Tabletops and Surfaces 2009. pp. 189-196. Available online

The potential of tabletops to enable groups of people to simultaneously touch and manipulate a shared tabletop interface provides new possibilities for supporting collaborative learning. However, findings from the few studies carried out to date have tended to show small or insignificant effects compared with other technologies. We present the Collaborative Learning Mechanisms framework used to examine the coupling of verbal interactions and physical actions in collaboration around the tabletop and reveal subtle mechanisms at play. Analysis in this way revealed that what might be considered undesirable or harmful interactions and intrusions in general collaborative settings, might be beneficial for collaborative learning. We discuss the implications of these findings for how tabletops may be used to support children's collaboration, and the value of considering verbal and physical aspects of interaction together in this way.

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Rick, Jochen and Rogers, Yvonne (2008): From DigiQuilt to DigiTile: Adapting educational technology to a multi-touch table. In: Third IEEE International Workshop on Tabletops and Interactive Surfaces Tabletop 2008 October 1-3, 2008, Amsterdam, The Netherlands. pp. 73-80. Available online

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Rick, Jochen (2007): AniAniWeb: a wiki approach to personal home pages. In: Proceedings of the 2007 International Symposium on Wikis 2007. pp. 99-118. Available online

This article reports on my dissertation research on personal home pages. It focuses on the design of AniAniWeb, a server-based system for authoring personal home pages. AniAniWeb builds on a wiki foundation to address many of the limitations of static technologies used to author personal home pages. This article motivates the technical hypotheses behind AniAniWeb and reflects on these hypotheses, based on a two year study of adopters using AniAniWeb in academia, a prominent vocational setting where personal home pages are important. In particular, I reflect on two broad categories: 1) the usefulness of wiki features (wiki authoring, wiki mark-up, and interaction / collaboration) to authoring personal home pages; 2) the other features (structure, designing looks, and access control) needed to make a wiki approach to personal home pages viable.

© All rights reserved Rick and/or ACM Press

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Guzdial, Mark, Rick, Jochen and Kerimbaev, Bolot (2000): Recognizing and Supporting Roles in CSCW. In: Kellogg, Wendy A. and Whittaker, Steve (eds.) Proceedings of the 2000 ACM conference on Computer supported cooperative work 2000, Philadelphia, Pennsylvania, United States. pp. 261-268. Available online

In this paper, we describe our experience with the long-term, widespread use of CoWeb, an asynchronous collaborative tool that is mostly used to complement existing face-to-face groups (such as classes). The CoWeb is an open-ended tool that does not enforce or explicitly support specific roles or usage, yet several well-defined uses and roles have emerged over time. In our design methodology, we recognize these roles and refine our collaboration environment to better support them.

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