Lernanto: exploring the added value of an ambient
display for differentiated teaching
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SUBMITTED IN PARTIAL FULLFILLMENT FOR THE DEGREE OF MASTER OF SCIENCE
Erik van Alphen
10633820
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ASTER
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NFORMATION
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TUDIES
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ENTERED
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ULTIMEDIA
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ACULTY OF
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NIVERSITY OF
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MSTERDAM
August 26, 2015
1st Supervisor 2nd Supervisor
Dr. Saskia Bakker Dr. Frank Nack
Lernanto: exploring the added value of an ambient
display for differentiated teaching
Erik van Alphen
University of Amsterdam Graduate School of InformaticsScience Park 904, Amsterdam
Erik.vanalphen@student.uva.nl
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ABSTRACT!
The!emerging!field!of!Learning!Analytics!promises!to!provide! learners!and!teachers!with!all!types!of!data!gathered!in!real8 time! during! lessons.! This! data! could! support! teachers! in! providing! tailored! education! to! individual! students! (differentiated! teaching).! A! potential! pitfall! of! providing! teachers!with!all!this!data!is!the!chance!that!teachers!get!more! focussed! on! the! data! than! on! their! students.! This! paper! presents! a! qualitative! study! in! which! data! from! Learning! Analytics!is!provided!to!teachers!by!means!of!a!screen8based! dashboard!versus!an!ambient!display!is!compared.!To!achieve! this!goal!Lernanto,!an!ambient!display!designed!for!secondary! school! classrooms,! aimed! at! supporting! teachers! in! challenging! each! student! at! his! or! her! own! level.! i.e.! differentiated! instruction! has! been! designed.! Lernanto! displays! real8time! information! about! the! progress! of! each! individual! student! such! that! teachers! can! perceive! it! at! a! glance!during!their!lessons.!Semi8structured!interviews,!after! a! ten! week! testing! period,! reveal! that! both! a! screen8based! dashboard! and! an! ambient! display! have! their! merits! for! teachers!at!different!times!in!providing!education.!
Categories!and!Subject!Descriptors!
H.5.2. Information Interfaces and Presentation: User Interfaces – Evaluation/methodology, Interaction styles, Prototyping, User-centered design. K.3.1. Computers and Education: Computer Uses in Education
General!Terms!
Algorithms,!Design,!Experimentation.!
Keywords!
Peripheral! Interaction,! Ambient! Display,! Classroom! Technology,!Classroom!Orchestration!
1.!!!!INTRODUCTION!
Todays!teachers!are!challenged!to!address!classes!with!up!to! 30!unique!students!who!in!the!end!are!all!expected!to!reach! the! same! minimal! level.! This! heterogeneous! mix! includes! students!with!learning!problems,!excellent!students,!students! from! different! social! economic! backgrounds,! and! students! with!their!own!interest,!motivation!and!learning!preferences! [20].! ! At! the! same! time,! driven! by! international! ranking! surveys,! such! as! the! Programme! for! International! Student! Assessment! (http://www.oecd.org/pisa/)! and! ! Trends! in! International! Mathematics! and! Science! Study! (http://timssandpirls.bc.edu/),!there!is!a!growing!emphasis!on!! ! ! ! ! ! !
and! appreciation! for! excellence! in! the! Netherlands.! Both! surveys!evaluate!worldwide!education!systems!by!developing! and!deploying!standard!tests!in!the!field!of!reading,!maths!and! science! for! 15! year! olds.! In! the! last! surveys! the! Dutch! education! overall! ranks! pretty! well,! but! only! few! excellent! Dutch!students!rank!at!the!top![23].!!
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To! deal! with! all! these! differences! in! a! class! teachers! are! challenged!to!address!each!student!at!his!or!her!own!level,!i.e.! differentiated! instruction! [27].! According! to! Tomlinson! differentiated!instruction!entails!attentiveness!to!variance!in! student! readiness,! student! interest! and! student! learning! profile![19].!This!raises!new!challenges!for!teachers![27]:!with! each!student!following!his!personal!curriculum!at!his!own!pace! it!becomes!difficult!for!the!teacher!to!keep!a!clear!overview!of! the!individual!progress!and!to!divide!his!time!and!attention.!! !
A! second! challenge! teachers! are! faced! with! is! the! rapid! evolvement!of!technology!over!the!course!of!only!a!few!years.! Although! there! is! no! conclusive! evidence! for! a! single! new! generation! [13]! this! rapid! evolvement! of! technology! has! its! impact!on!todays!learners.!Prensky![16]!names!this!generation! “Digital! Natives”! to! indicate! that! this! generation! grew! up! surrounded!by!digital!technology.!!He!suggests!that!“todays! students!are!no!longer!the!people!our!educational!system!was! designed! to! teach”.!!This! suggests! that! traditional! tools! for! teaching!such!as!whiteboards,!pen!and!paper!no!longer!suffice! and! that! the! teacher! should! adopt! new! technologies! in! his! teaching.!
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Technology!in!the!classroom!can!be!of!great!assistance!to!the! teacher.! First! it! can! contribute! to! making! lessons! more! engaging,!exiting!and!fun!for!the!students,!leading!to!better! motivation![5,6].!Second!it!can!support!the!teacher!in!better! orchestrating! the! class.! Teachers! spend! most! of! their! time! focussing! on! secondary! tasks,! such! as! turn! keeping,! monitoring!behaviour!and!progress!and!time!management![7].!!
If! technology! supports! the! teacher! in! doing! his! secondary! tasks,! it! leaves! him! with! more! time! to! address! individual! students.! In! this! time! the! teacher! can! provide! tailored! education! which! connects! to! the! individual! needs! of! the! students! in! the! class.!! !!
In! the! Computer! Supported! Collaborative! Learning! (CSCL)! community! learning! analytics! (LA)! as! a! tool! to! support! the! teacher!is!emerging.!LA!is!an!extension!of!Big!Data!into!the! domain!of!education.!With!students!working!digitally!a!lot!of! data!can!be!collected.!Using!information!analysis!techniques! this! huge! amount! of! data! can! be! turned! into! valuable!
information!for!both!teachers!and!learners![9,!18].!Learning! analytic! tools! can! support! the! teacher! by! lowering! the! cognitive!load!and!shifting!teachers’!focus!towards!the!student! progress! [22].! Examples! of! these! tools! are! learning! analytic! dashboards! [25].! These! dashboards! support! teachers! in! reflecting! on! own! practice,! gaining! awareness! of! learner! activities!and!identifying!learners!in!need!of!help.
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A! potential! pitfall! for! these! LA8dashboards! is! displaying! too! much! unwanted! information! leading! to! cluttering! [22]! and! teachers! spending! time! and! attention! to! their! computer! instead!of!to!their!students.!An!alternative!approach!to!access! such! information! involves! peripheral( interaction( [2]! or!
ambient(displays([10]!presenting!useful!information!in!a!subtle!
manner!such!that!it!can!be!perceived!with!minimum!attention.! We!hypothesized!that!if!data!generated!by!LA!are!displayed! through! an! ambient! display! then! a! teacher! would! have! to! spend! less! time! in! extracting! meaning! from! the! data,! thus! leaving!more!time!to!support!individual!students!compared!to! having!the!same!data!being!displayed!on!a!computer!screen.! To!further!investigate!we!asked!ourselves!the!following!two!
research! questions:!!
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1)! Does! immediate! access! to! information! about! individual! students! through! the! use! of! technology! lead! to! more! efficiently! distributing! the! attention! of! the! teacher! and! the! provision!of!tailored!education!than!current!practice,!in!which! the! teacher! does! not! have! immediate! access! to! this! information?!
2)! Does! immediate! access! to! information! about! individual! students!through!an!Ambient!display!lead!to!more!efficiently! distributing!the!attention!of!the!teacher!and!the!provision!of! tailored!education!than!information!access!through!a!screen8 based!dashboard?!
In! this! paper,! we! first! present! the! design! of! our! ambient! display! at! the! rear! of! a! classroom! to! support! teachers! in! differentiated!teaching,!called!Lernanto.!We!then!present!the! qualitative!results!of!a!study!performed!in!a!Dutch!secondary! school! to! test! the! influence! of! Lernanto! versus! a! more! traditional!LA8dashboard!on!differentiated!teaching.! !
2.!!!RELATED!WORK!
Some!parts!of!this!section!are!literally!taken!from![21].! ! Following!the!emergence!of!our!Digital!Natives!technology!is! gradually! finding! its! way! into! the! classroom.! From! a! commercial! angle! we! see! that! computers! with! a! beamer! attached!are!being!replaced!by!interactive!whiteboards.!Both! teachers! and! educational! publishers! are! developing! applets! for!these!boards!to!make!the!lessons!more!fun,!engaging!and! interactive.!Other!parties!are!developing!voting!devices!for!the! interactive!whiteboards,!such!as!clickers.!These!voting!devices! allow! the! students! to! participate! in! a! quiz! designed! by! the! teachers! and! shown! on! the! interactive! whiteboards.! For! schools!with!a!solid!WIFI!infrastructure!there!is!also!the!option! to! use! apps! for! the! mobile! phone! or! tablet! computer.! Socrative1!for!example!is!an!app!for!students’!mobile!phones!that! turns! them! into! a! voting! device! for! a! quiz! that! is! pre8 defined! by! the! teachers.! Another! app! that! is! gaining! in! popularity!is!Aurasma2.!This!app!uses!the!technology!of!the!
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1!http://www.socrative.com! mobile!phone!to!bring!augmented!reality!into!the!classroom.! With!Aurasma!teachers!can!easily!create!their!own!augmented! reality!layer!on!top!of!existing!teaching!material,!which!then! can!be!viewed!by!students!using!their!mobile!phone.! !In! scientific! literature,! we! also! see! developments! in! placing! technology!into!the!classroom.!The!Discovery!Table![3]!is!an! augmented!desk!combined!with!everyday!objects!that!helps! primary! school! children! in! learning! numbers! and! letters.! Digital! MiMs! [29]! are! building! blocks! with! embedded! technology! that! allow! students! to! physically! built! models! of! complex! and! abstract! concepts! like! central! heating! systems! that! work.! Thus! making! it! more! insightful.! vSked! [11]! is! an! interactive!day!schedule!that!supports!primary!school!children! with!autism!in!their!daily!activities.!!
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The!above8mentioned!technologies!are!designed!primarily!for! the! purpose! of! making! lessons! more! appealing! to! students.! There!are!also!some!developments!in!technology!that!aim!at! helping! the! teacher! in! orchestrating! the! classroom.! Educational!publishers!are!developing!educational!software.! Most!(adaptive)!educational!software!includes!a!“dashboard”! (e.g.! www.knowre.com),! which! displays! the! real8time! performance!of!each!individual!student!by!means!of!graphs!or! tables!on!the!teacher’s!computer.!AmI8RAI![15]!is!placed!in!an! ambient! intelligent! classroom.! In! this! multi8agent! system! special!desks!are!used!to!monitor!students’!activities!in!real! time.!The!teacher!is!being!notified!on!a!tablet8computer!about! the! progress! and! the! work! attitude! of! individual! students.! Having!access!to!this!type!of!information!during!the!lesson!can! help!the!teacher!in!efficiently!addressing!individual!students! who!require!extra!help!or!need!to!be!motivated!to!get!back!to! work.!To!access!this!information,!teachers!thus!need!to!focus! their!attention!toward!the!screen!during!lessons,!rather!than! towards!their!students,!which!may!reduce!the!time!available! for!instructions.!However,!real8time!progress!information!can! majorly! support! the! teacher! in! providing! differentiated! instruction:!it!allows!them!to!spend!more!time!on!individual! instructions!and!enables!them!to!better!meet!the!individual! student’s!needs![27].
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Alternative! approaches! to! access! such! information! are! built! upon! Weiser’s! idea! of! ubiquitous! computing! [26].! They! can! involve!peripheral(interaction([2]!or!ambient(displays([4,!10];! presenting!useful!information!in!a!subtle!manner!such!that!it! can! be! perceived! with! minimum! attention.! FireFlies! [2]! for! example,! displays! information,! such! as! division! of! turns,! on! primary!school!children’s!desks!through!light,!which!teachers! can! perceive! at! a! glance.! Lantern! [1]! is! a! light! object! on! students’!desks!that!presents!information!about!the!current! exercise!they!are!working!on.!!
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Ambient! displays! seem! a! promising! alternative! to! provide! teachers! with! information! about! real8time! progress! of! individual!students.!There!is!however!little!literature!available! that!compares!information!provided!in!the!centre!of!attention,! through! a! dashboard! with! information! provided! in! the!
periphery!of!attention!through!an!ambient!display.!This!study! contributes! to! the! existing! work! by! comparing! those! two! means! of! information! provision.! The! following! section! describes!the!design!of!Lernanto,!an!ambient!display!to!flexibly! display!real8time!information!to!teachers!during!lessons!in!the! context! of! differentiated! instruction.! Subsequent! chapters! describe!how!Lernanto!and!an!existing!dashboard!have!been! used!to!answer!the!research!question.!!
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3.!!!DESIGNING!LERNANTO
!In!order!to!give!an!extensive!answer!to!the!research!questions,! the! method! chosen! is! 'research8through8design'! [28].! The! method! consists! of! defining! the! problem! and! creating! an! artefact,!or!set!of!artefacts,!to!enable!further!investigation!on! the!defined!problem,!or!to!test!the!hypotheses.!Characteristic! to! these! artefacts! is! that! they! are! designed! exclusively! for! research! purposes,! to! gain! knowledge,! not! for! product8 development.! Not! all! stages! in! the! research8through8design! process! are! reproducible,! since! different! designers! will! produce! different! devices! to! answer! the! same! research! question! [24].! The! evaluation! of! the! designs! however! is! reproducible.!Therefore,!focus!in!this!process!is!not!on!validity! and!reproducibility,!but!on!relevance!for!the!research.!Since! there! are! no! systems! available! that! fit! the! context! for! the! study,! an! existing! classroom! during! actual! lessons,! such! a! system!needs!to!be!designed!first.!
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3.1.!Design!process
!!To!set!the!requirements!for!the!final!ambient!display!artefact,! the! expertise! of! five! teachers! has! been! utilized.! During! multiple! brainstorm! sessions! the! following! design! requirements! were! defined;! the! display! should! be! ambient! present,! information! from! the! display! should! be! easy! to! interpret! and! the! information! should! refer! to! individual! students.! To! further! refine! the! requirements,! we! have! built! several! Wizard! of! Oz! prototypes! that! have! been! tested! and! evaluated!in!context!with!the!aid!of!five!teachers.!The!result!of! these!iterations!is!a!refinement!of!the!requirements!for!the! final!artefacts!into!the!following!requirements;!
•! The!ambient!display!should!be!a!stand8alone!object! situated!at!the!rear!wall!of!a!classroom:!
•! The! preferred! modality! to! display! information! is! light;!
•! The!representation!of!the!individual!student!should! be!symmetric;!
•! The!representation!of!the!individual!student!should! be!mapped!to!the!classroom!overview;!
•! The! displayed! information! should! be! a! representation! of! the! progress! of! an! individual! student!related!to!his/her!expected!progress.! !
3.2.!Lernanto!prototype!
This!section!is!almost!literally!taken!from![21].! !
Lernanto! is! a! display! at! the! rear! wall! of! a! secondary! school! classroom!consisting!of!several!octagon!shapes!that!can!emit! coloured!light,!each!representing!one!student.!
The!aim!of!Lernanto!is!to!subtly!display!information!about!the! real8time! progress! of! each! individual! student,! supporting! teachers! in! gaining! quick! insight! in! which! student! might! deserve!their!attention.!This!insight!is!expected!to!relieve!the! teacher’s! cognitive! load,! as! the! need! to! remember! this!
information!is!taken!away,!and!thus!to!support!differentiated! instruction.!!
Indicators! chosen! to! represent! the! progress! of! students! are! the!assignment!or!domain!a!student!is!working!on!(indicated! by!colour)!and!the!pace!of!work!(indicated!by!the!‘fill’!of!the! octagon,! see! Figure! 2).! The! pace! of! each! student! differs! depending!on!his!or!her!level.!Pace!is!therefore!presented!on! a! personal! scale,! relative! to! the! individual! expected! level,! which!is!determined!by!earlier!achievements.!When!a!student! is!performing!as!can!be!expected,!the!octagon!is!equally!filled,! while!unequal!fill!indicates!performance!slower!or!faster!than!
expected,!see!Figure!2.!
To! make! sure! the! teacher! can! quickly! and! easily! interpret! which!student!is!represented!by!which!octagon,!Lernanto’s!2! dimensional! space! is! mapped! to! the! physical! location! of! students!in!the!room.!To!investigate!the!research!questions,!a! field!study!with!Lernanto!is!run.!The!prototype!uses!data!from! an! adaptive! educational! software! system! (www.got8it.nl),! which!is!being!used!during!an!arrhythmic!course!in!a!Dutch! secondary!school.!At!the!start!of!this!course!the!students!take! a!test!to!determine!their!level!concerning!arithmetic!skills.!At! the!start!of!the!field8study,!the!results!of!this!test!were!used! to!determine!the!expected!pace!for!each!individual!student.! Figure(3(the(pace(indication(for(individual( students:(at(expected(pace((left),(below( (middle)(and(above((right)(expected(pace.( Figure'1'Lernanto( Figure'2'the'pace'indication'for'individual' students:'at'expected'pace'(left),'below' (middle)'and'above'(right)'expected'pace'
The!software!provides!assignments!fitting!the!needs!of!each! individual! student! in! one! of! four! different! domains! within! arithmetic!(e.g.!numbers,!geometry),!which!are!represented! by!four!different!colours!in!the!Lernanto!prototype.!Lernanto! thus! provides! the! teacher! with! real8time! information! about! both!the!domain!of!the!current!exercise!and!the!current!pace! of!each!individual!student.!! !
4.!!!User!exploration!
In!the!previous!section!I!described!Lernanto,!the!result!of! a!research!through!design!method.!Lernanto!has!been! designed!with!the!specific!aim!to!answer!the!research! question!“does'immediate'access'to'information'about' individual'students'through'an'Ambient'display'lead'to' more'efficiently'distributing(the'attention'of'the'teacher'and( the(provision(of(tailored(education'than'information'access' through'a'screenAbased'dashboard”.!The!main!interest!is!to! get!an!impression!of!how!teachers!apply!differentiated! teaching!with!the!aid!of!an!ambient!display!and!if!this! leads!to!a!change!in!attitude!towards!differentiated! teaching.!Therefore,!we!have!chosen!for!a!qualitative! research!approach.!This!section!describes!the!research! methods!used!to!answer!the!research!question.!4.1.!Participants!
The!focus!of!the!study!described!in!this!paper!is!the!impact!of! the! introduction! of! a! dashboard! and! ambient! display! on! differentiated! teaching! by! secondary! school! teachers.! This! requirement!results!in!specific!characteristics!of!participants.! The! participants! need! to! be! secondary! school! teachers! who! either!use,!or!are!willing!to!use,!educational!software!in!their! practice.!!
Two! teachers! who! teach! arithmetic! where! selected! for! the! study.!Having!only!two!participants!was!a!deliberate!choice.! we!had!to!make!a!consideration!between!longer!testing!period! in! an! attempt! to! overcome! the! learning! curve! versus! more! testing! data.! Since! the! two! selected! participants! had! no! experience! in! using! educational! software! and! its! ability! to! gather!and!display!data!from!learning!analytics!the!choice!was! made!for!a!longer!testing!period.!The!two!participants!differ!in! experience! and! age! (see! Table! 1).! The! two! selected! participants!teach!at!a!different!school!than!the!participants! involved!in!the!design!of!Lernanto.!
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Table!1:!characteristics!of!participants!!
4.2.!Setup!&!Procedure
! The!context!for!this!study!is!remediating!arithmetic!lessons!in! a!Dutch!secondary!school.!In!this!school,!students!with!an! insufficient!score!on!the!arithmetic!exam!are!placed!in! remediating!lessons.!During!these!lessons!the!students!use! the!online!arithmetic!platform!www.got8it.nl.!This!adaptive! program!provides!arithmetic!exercises!at!the!student’s! individual!level.!For!teachers!there!is!a!dashboard!that!allows! them!to!monitor!student’s!process!(see!Figure!3).!This! dashboard!shows!data!about!individual!students,!extracted! from!the!educational!software!obtained!through!learning! analytics.!The!dashboard!is!shown!on!the!personal!computer! on!the!teacher’s!desk.! !!
Figure'3'dashboard'from'www.gotAit.nl' The!complete!testing!period!lasted!for!ten!weeks,!divided!into! two!unequal!periods!preceded!by!the!baseline!interview!(i0).! During! the! first! period! the! participants! only! have! the! information!provided!by!the!dashboard!at!hand.!All!this!time! Lernanto! will! be! present! in! the! classroom! but! not! yet! functioning.!The!participants!are!instructed!and!encouraged!to! use! the! dashboard! to! actively! apply! differentiated! teaching.! After!four!weeks!both!participants!will!be!interviewed!(i1)!and! the!second!period!will!start.!!
During! the! second! period! the! participants! will! have! information! from!both! Lernanto! and! the! dashboard! at! their! disposal!to!monitor!individual!students.!The!only!explanation! that!will!be!given!about!Lernanto!is!that!it!represents!students! individual!progress!measured!against!expected!own!progress! and! not! individual! progress! measured! against! the! groups! progress.! The! participants! are! encouraged! to! share! this! information! with! the! students.! Before! each! lesson! Lernanto! will! be! turned! on! by! the! researcher! making! the! starting! procedure!of!the!lessons!for!the!participants!the!same!as!in! period! one.! During! period! two! the! participants! are! again! instructed!and!encouraged!to!use!all!information!to!actively! apply! differentiated! teaching.! After! the! six! weeks! of! period! both!participants!will!be!interviewed!again!(i2).!
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4.3.!Data!collection!&!analysis!
As! described! in! the! setup! and! procedure! section! interviews! will!be!used!to!collect!data.!The!two!participants!involved!in! this!study!are!not!only!colleagues!of!the!interviewer!but!the! interviewer!also!has!the!role!of!coordinator!of!the!arithmetic! subject.! To! create! a! safe! situation! which! allows! an! open! conversation,! it! is! important! to! reduce! any! appearance! of! judgement!from!the!interviewer’s!part!on!the!functioning!of! both!participants.!At!the!same!time!the!conversation!should! be!directed!in!order!to!get!an!answer!to!the!research!question.! As! indicated! by! Bairball! and! While! [14]! semi8structured! interviews!fit!this!type!of!situation!well.!!
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The!aim!of!the!baseline!interview!(i0)!is!to!get!an!insight!in!the! current!opinion!and!practice!related!to!differentiated!teaching! of!the!participants.!The!aim!of!interviews!i1!and!i2!is!to!get!an! insight! in,! if! and! how! the! respective! introduction! of! the! dashboard!and!Lernanto!plus!the!dashboard,!has!influenced! the!opinion!and!practice!related!to!differentiated!teaching!of! ! Gender! Age! Experience!!
P1! M! 29! 7!years! P2! M! 54! 2!years!
the!participants.!The!guidance!for!the!interviews!can!be!found! in!appendix!A.!
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Since! the! data! collection! consists! of! semi8structured! interviews!there!is!no!predefined!coding!scheme.!Therefore,! we!chose!to!use!conventional!context!analysis![12] to!analyse! the! transcripts! of! the! interviews.! This! method! involves! repeatedly!re8reading!and!annotating!the!transcripts.!This!way! the!most!significant!quotes!are!selected!and!a!coding!scheme! that!is!based!on!the!actual!answers!of!the!interviews!emerges.! ! !!
5.!FINDINGS!
The!objective!of!this!study!is!to!investigate!if!displaying! learning!analytics!to!a!teacher!in!a!non8obtrusive!way!has! added!value!in!supporting!the!teacher!in!differentiated! teaching!compared!to!a!situation!where!a!teacher!has!no! access!to!this!information!at!all,!or!has!access!through!a! screen!based!dashboard!only.!As!described!in!the!method! section,!from!each!of!the!three!interviews!quotes!have!been! selected!and!clustered!using!conventional!context!analysis! (Hsieh!and!Shannon,!2005)!to!get!understanding!and!provide! evidence!to!answer!the!research!question.!The!interviews! where!held!in!Dutch,!therefore!the!quotes!that!appear!in!this! section!are!as!close!as!possible!translation!to!English.!Overall! this!lead!to!125!quotes!from!2!participants:!36!quotes!at!the! i0!interview,!44!quotes!resulting!from!the!i1!interview,!and! 45!quotes!from!the!i2!interview,!see!appendix!B.!!!5.1!Start!interview!
In!processing!the!results!from!the!first!interview!three!clusters! emerged;! attitude! towards! differentiated! teaching,! current! practice! and! information! required! to! apply! differentiated! teaching.!From!this!interview!36!quotes!were!selected:!19!in! the!first!cluster,!9!in!the!second!and!8!in!the!third!cluster.!The! results!for!each!of!the!clusters!are!described!below.!5.1.1.(Attitude(towards(differentiated(teaching(
When!asked!about!their!definition!on!differentiated!teaching! the! participants! answered! that! the! main! aspect! of! differentiated!teaching!is!to!acknowledge!differences!amongst! a! group! of! students! and! providing! them! with! education! tailored! to! their! needs! (P1:! “differentiated( teaching( is(providing( customized( service( for( each( student”).! As! a! step!
towards! that! direction! the! participants! indicated! that! they! made! a! division! of! the! class! into! three! groups;! a! group! of! excellent! students,! a! group! of! weak! student! and! a! majority! group!of!students!who!are!at!par!with!the!level!of!education! as! expected.! P2! states! this! division! as! following:! “in( a( class(
there( are( not( many( students( who( differ,( the( majority( of( the( students(follow(the(basic(curriculum.(Only(the(extremes(I(try(to( offer( a( different( curriculum”.( Making! this! subdivision! in! the!
group!has!its!benefits.!P1!stated!that!“students(who(are(not(
working(on(their(own(level(might(become(a(disturbing(factor”.(
This!goes!for!both!the!remedial!student,!who!can’t!keep!up! with!the!pace,!and!for!the!excellent!student!who!finishes!early.! According! to! the! participants,! differentiated! teaching! would! prevent!this.!(P2:!“if(you(provide(the(students(with(something(
to(work(on(they(won’t(become(a(disturbing(factor”).!Besides!
this! benefit! for! the! teacher! and! the! group! as! whole,! the! participants! mention! that! differentiated! teaching! also! has! benefits!for!the!students.!(P2:!“Some(students(are(very(happy( with(the(extra(challenge(I(provide(them(with(and(in(time(can( work(entirely(on(their(own”).(
5.1.2.(Current(practice
(
In!applying!differentiated!teaching,!the!participants!use!two! different!tactics.!The!first!tactic!involves!the!use!of!the!book,! making!a!distinction!in!what!exercises!to!offer!to!which!group! of! students.! (P1:! “the( book( contains( orientating( exercises(which( I( normally( only( discuss,( but( I( offer( the( remediating( students(to(make(these(exercises”).!The!second!tactic!involves! separating!the!students.!(P1:!“I(would(have(a(student(work(in( the(hallway(and(ask(him(to(show(his(progress(at(the(end(of(the( lesson”).!
5.1.3.(Information(required(to(apply(differentiated(
teaching(
The!participants!indicate!that!the!book!being!used!is!defining! in!the!possibilities!in!differentiated!teaching!(P2:!“the(book(I( use(contains(medal(exercises,(real(puzzles(which(I(serve(to(the( excellent( students”).! Besides! the! book! the! participants!indicate! a! more! essential! requirement,! namely! reliable! information!about!the!individual!student.!This!information!is! divided!in!information!available!before!the!start!of!the!year! (P1:! “the( teacher( who( teaches( a( student( the( year( before(
provides(a(forecast(for(the(next(year”),!information!gathered!
through!own!observation.!(P2:!“this(student(is(looking(really(
confused,(he(is(clueless”)(and!information!built!up!during!the!
year.! (P1:! “I( rely( more( on( my( own( experiences( with( the(
students(over(time”).( ( (
The!main!challenge!in!differentiated!teaching!indicated!by!the! participants!is!the!amount!of!time!and!organisation!it!costs.!P1! states! that! in! order! to! actively! differentiate! you! “become( a(
busybody”.(
5.2.!Second!interview:!use!of!dashboard
!
After!establishing!the!current!practice,!the!participants!were! asked! to! use! educational! software! (got8it),! including! the! related!dashboard,!during!their!lessons.!An!interview!followed! to! determine! the! use! and! experience! with! the! dashboard.! Clustering! the! quotes! of! the! interviews! resulted! in! three! themes! describing! the! practical! use,! experience! and! opportunities! of! the! dashboard! that! belongs! to! the! educational! software.! Out! of! this! interview! 44! quotes! were! extracted:!16!from!the!first!cluster,!22!from!the!second!cluster! and!6!from!the!third!cluster.!
!
5.2.1.(Use(of(the(dashboard((
Participants! indicated! that! the! dashboard! could! be! used! during!both!lesson!preparation!and!during!the!lesson.!During! the! lesson! preparation! the! dashboard! has! been! frequently! used!to!create!overviews!of!what!the!students!are!working!on(
(P1:(“at(home(after(the(lesson(I(dive(into(the(dashboard(to(get( an( idea( of( what( the( students( have( been( doing( and( what( exercise( they( get( stuck( on”).! The! created! overviews! where!
then!used!to!provide!each!student!with!a!tailored!program!for! the! next! lesson! or! to! discern! exercises! that! deserve! to! be! explained!to!all!students!(P2:(“from(the(overview(I(select(some(
exercises(that(most(students(err(on,(I(discuss(these(exercises(in( the( next( lesson”).!
!!
When!asked!how!the!dashboard!has!been!used!during!a!lesson! the!participants!indicated!that!it!has!been!used!to!intervene! when! students! where! not! making! enough! progress! (P2:! “I(
confronted( students( with( their( poor( progress”).! However,!
of!the!amount!of!time!it!takes!(P1:!“I(do(not(spent(time(behind(
my(computer(during(the(lessons(to(look(at(bar(charts”).!
5.2.2.(Experiences(in(the(use(of(the(dashboard
(
In!describing!the!experiences!with!the!use!of!the!dashboard! the!participants!indicated!that!they!had!difficulties!to!use!the! dashboard! time! efficiently.! Especially! extracting! the! desired! information! proved! to! be! time! consuming! (P1:! ”moving(
through( the( layers( of( information( until( I( get( to( the( level( of( detail(I(need(in(order(to(create(an(overview(takes(me(more(than( an( hour”).! On! multiple! occasions! the! participants! indicated!
that!the!desired!information!could!not!be!found!at!all!(P2:!“It( was(not(always(clear(to(me(why(a(students(scored(so(low”).! During!the!interview!was!discovered!that!the!dashboard!does! provide!more!information!than!the!participants!thought!(P1:! “now(that(we(are(looking(at(the(dashboard(together(I(see(that( there(is(much(more(data(I(could(make(visible”).!When!asked!
the! participants! do! feel! supported! by! the! information! they! obtain!from!dashboard!in!differentiated!teaching!(P1:!“Nice(to( see(at(which(domain(students(get(stuck(and(more(specific(at( what(questions,(P2:(“I(got(a(faster(overview(of(which(student( got(stuck(at(what(question”).!!
5.2.3(Opportunities(
Besides!the!benefits!of!the!dashboard!the!participants!also!see! opportunities!for!the!dashboard.!On!the!one!hand!they!refer! to! content! related! opportunities,! such! as! detailing! the! overviews! (P1:! “what( I( would( like( to( have( is( an( extended(overview(of(all(exercises(a(student(did(within(a(domain”).!On!
the! other! hand,! they! refer! to! opportunities! to! improve! visualizing!the!student’s!performance!(P2:!“It(would(be(nice(to(
see(at(a(glance,(through(a(progress(bar(on(the(student’s(screen,( to(see(how(a(student(is(progressing”).!!
5.3.!Third!interview:!use!of!Lernanto!
After!the!participants!had!been!using!the!dashboard,!Lernanto! was! introduced.! During! the! final! interview! the! participants! where! again! asked! about! the! use,! experience! and! opportunities!of!Lernanto!in!combination!with!the!dashboard.! This! interview! resulted! in! 45! quotes,! divided! into! three! clusters.!The!first!cluster,!use!of!Lernanto!in!combination!with! the! dashboard! contains! 14! quotes;! the! second! section,! experiences!in!the!use!of!Lernanto,!contains!24!quotes!and!the! final!cluster,!opportunities!for!Lernanto,!contains!7!quotes.! ! !!
5.3.1.(Use(of(Lernanto(
During! this! interview! the! participants! indicate! that! during! lesson!preparation!the!overviews!which!could!be!created!from! the! dashboard! are! still! being! used! (P2:! “I( mainly( use( the(
overviews(to(see(what(exercises(are(difficult(for(the(students,( but(also(to(see(what(is(going(well(off(course”).!With!regard!to!
the! use! during! a! lesson! there! are! differences! that! can! be! contributed!to!addition!of!Lernanto.!The!participants!note!that! with! the! presence! of! Lernanto! they! are! capable! of! more! quickly! intervene! when! a! student! is! in! need! of! help! (P1:! “I(
noticed(that(I(found(I(myself(more(quickly(address(a(student( when(I(noticed(it(was(needed”).!They!also!found!it!easier!to!
reward!students!who!were!performing!better!than!expected! (P1:!“The(fact(that(I(could(give(more(compliments(felt(good”).!
5.3.2.(Experiences(in(the(use(of(Lernanto(
In! describing! the! experiences,! the! participants! indicate! that! using!Lernanto!is!time!consuming!(P2:!“During(the(lesson(there(
is( not( enough( time( to( dive( into( it”).! They! also! indicate! that!
there!is!a!learning!curve!in!using!Lernanto!(P1:!“You(have(to( get(used(to(it,(at(the(start(I(was(not(sure(how(to(read(it(but( after(a(while(I(got(more(competent(at(it”).!This!learning!curve! was!two!folded.!First!learning!how!to!interpret!the!meaning!of! the!colours!and!the!intensity!of!those!colours!(P1:!“a(brighter( colour(means(that(student(is(working(fast,(so(I(have(to(focus( my(attention(on(another(student”).!Second!learming!what!is!
the! relation! between! a! student! representation! on! Lernanto! and!his!physical!place!in!the!classroom!(P2:!“what(I(still(find(
difficult(is(to(map(where(a(student(represented(on(Lernanto(is( in( the( classroom”).! P1! states! that! “the( more( you( work( with( Lernanto,(the(easier(it(becomes(to(make(the(mapping(in(your( mind”.!
!!
Besides!the!challenges!that!arise!in!the!use!of!Lernanto!the! participants! also! indicate! that! there! are! benefits! towards! differentiated! teaching.! Lernanto! makes! it! easier! to! decide! which!student!requires!attention!(P1:!“you(are(used(to(react(
on(body(language(of(a(student,(now(this(can(be(combined(with( an(additional(factor,(which(is(Lernanto”),!which!reduces!the!
time!a!student!has!to!wait!(P2:!“the(time(it(takes(a(student(has(
to( wait( till( I( have( time( to( help,( diminishes”).! Extracting! the!
meaning!of!this!data!requires!little!effort!(P1:!“then(I(could(see(
at( a( glance( on( what( domain( a( student( is( working”).! Added!
value!of!Lernanto!above!the!dashboard!was!also!recognized! (P1:! “on( it( self( a( good( thing( Lernanto( is( a( separate( device.(
When(you(are(working(behind(your(own(computer(it(is(difficult( to( see( what( is( happening( in( the( classroom”).!
!!
The! participants! further! indicate! that! Lernanto! is! not! influencing! only! them,! students! also! react! on! its! presence.! According!to!the!participants!the!immediate!feedback!mainly! had! a! positive! effect! on! the! students! (P2:! “the( students(
themselves(noticed,(hey(I(am(not(working(well(enough,(which( changed(their(attitude(accordingly”).!!
!
5.3.3(Opportunities(
When! asked! about! desired! changes! in! Lernanto,! the! participants! indicated! two! possible! directions.! The! first! direction! is! associated! with! the! information! displayed! by! Lernanto.!Currently!Lernanto!is!only!displaying!how!they!are! performing!at!this!moment.!The!participants!suggest!to!also! display!how!a!student!performed!in!the!past!(P2:!“this(student( is(not(working(in(blue(anymore,(but(changed(to(orange.(I(still( have(to(discover(whether(they(worked(on(green(or(not”).!The! second!direction!is!associated!with!where!the!information!is! being! displayed.! The! participants! suggest! to! make! the! information! also! visible! for! the! students! (P1:! “I( think( the(
information( displayed( by( Lernanto( is( not( only( beneficial( for( teacher( but( it( is( also( worthwhile( to( display( it( directly( to( the( students”)! ! ! !
!
!
!
!
!
6.!!!DISCUSSION!
The! purpose! of! the! research! described! in! this! paper! is! to! investigate! whether! an! ambient! display! is! more! convenient! than! the! existing! dashboards! of! educational! software! to!
support!teachers!in!differentiated!teaching.!More!specific!the! research!focuses!on!the!immediate!display!of!the!progress!of! the!individual!student,!with!the!goal!of!efficiently!distributing! the! attention! of! the! teacher! and! the! provision! of! tailored! education.!Before!I!discuss!the!results!in!this!section!I!will!first! address!the!limitations!of!this!study.!!
6.1!Limitations!
As! described! in! the! methods! section,! the! research! is! performed! with! two! participants.! Having! only! this! few! participants! lowers! the! reliability! of! the! study.! Nonetheless! this! choice! was! made! due! to! the! context! of! the! research,! a! master8thesis.! Within! a! certain! timeframe,! I! had! to! make! a! consideration!between!executing!the!investigation!with!more! participants,!in!which!time!per!participant!would!be!limited,!or! have!less!participants!and!more!investigation!time!per!person.! Beforehand! the! expectation! arose! that! habituation! to! especially! the! ambient! display! would! take! a! relatively! long! period.! In! order! to! establish! reliable,! the! added! value! of! Lernanto,!I!chose!to!test!as!long!as!possible.!The!results!show! that! habituation! to! Lernanto! indeed! took! a! considerable! amount!of!time.!It!was!only!at!the!end!of!the!six!weeks’!period! that!the!participants!indicated!to!be!sufficiently!familiar!with! Lernanto!to!effectively!use!it!during!the!lessons!
!
The!research!has!been!performed!in!a!secondary!school!where! not! every! classroom! has! the! infrastructure! or! equipment!to! work!digitally.!A!result!is!the!absence!of!WIFI!in!the!classroom,! taking! away! the! possibility! to! provide! the! teacher! with! a! tablet8computer.! For! the! research! it! could! have! been! interesting! to! investigate! whether! a! standard! dashboard! displayed! on! a! tablet8computer! versus! displayed! on! a! fixed! computer! would! influence! the! efficiency! of! dividing! the! teacher’s!attention.!!
6.2!Added!value!of!Lernanto!and!dashboard!
on!
differentiated!
teaching!
Evaluating!the!way!in!which!participants!utilize!Lernanto!and! the!dashboard!during!preparation!of!the!lessons!and!during! the!lesson!itself,!I!found!that!the!first!research!question!“Does(
immediate( access( to( information( about( individual( students( through( the( use( of( technology( lead( to( more( efficiently( distributing(the(attention(of(the(teacher(and(the(provision(of( tailored(education(than(current(practice,(in(which(the(teacher( does(not(have(immediate(access(to(this(information”(!is!to!be! answered!positively.
!
! The!first!part!of!the!research!question!refers!to!dividing!the! teacher’s! attention! efficiently.! In! the( attitude( towards(differentiated(teaching!of!the!start!interview!the!participants!
indicate!that!differentiated!teaching!to!them!means!to!provide! each!student!with!a!tailored!curriculum!fitting!his/her!needs.! However,! in! current( practice,! where! there! is! no! technology! available!to!assist!a!teacher!in!differentiating,!the!participants! indicate!that!they!resolve!to!removing!excellent!students!from! the!classroom!to!work!on!exercises!for!themselves.!Result!of! this! action! is! that! there! are! less! students! in! the! classroom! during! the! lesson.! Literature! [8,! 17]! shows! that! paying! attention!to!all!individuals!in!a!full!class!of!students!(up!to!30)! working! at! their! own! curriculum! is! currently! infeasible.!The! findings!with!regard!to!the!use(of(Lernanto!and!the!use!of!the! dashboard!show!that!Lernanto!enables!teachers!to!intervene! during!the!lesson.!They!could!either!give!compliments!to!the! students!or!urge!them!to!move!ahead.!Besides!in!the(use(of(
Lernanto! the! participants! indicated! that! they! felt! that! the!
waiting!time!for!individual!students!diminished.!In!the!lessons! where! the! dashboard! and! Lernanto! were! available! to! the! teachers!all!students!were!working!on!their!own!curriculum.! This!did!not!hinder!the!participants!to!give!attention!to!right! student.!The!main!difference!between!the!new!situation!and! the! current! situation! is! the! immediate! availability! of! information! about! the! progress! of! individual! students.! This! suggests!that!having!immediate!access!to!information!about! individual!students!during!the!lesson!supports!the!teacher!in! efficiently!distributing!his/her!attention.! ! Second!part!of!the!research!question!relates!to!the!provision! of!tailored!education!to!each!individual!student.!Participants! indicate!in!their!attitude(towards(differentiated(teaching!that! with! the! current! possibilities! tailored! education! is! almost! exclusively!offered!to!excellent!or!remediating!students.!The! vast! majority! has! to! participate! in! a! standard! program.! The! findings!show!that!as!a!result!of!the(use(of(Lernanto!and!the(
use(of(the(dashboard,!a!possibility!was!created!to!extract!an!
overview!of!the!student’s!latest!progress.!Using!this!overview,! the! teacher! was! able! to! fabricate! and! monitor! a! tailored! curriculum! for! each! student.! Having! data! from! learning! analytics!at!their!disposal,!teachers!gain!the!possibility!to!offer! tailored!education!to!more!individual!students.!!
6.3!Lernanto!versus!dashboard!
The!answer!to!the!second!research!question,!“does(immediate(
access( to( information( about( individual( students( through( an( Ambient( display( lead( to( more( efficiently( distributing( the( attention(of(the(teacher(and(the(provision(of(tailored(education( than(information(access(through(a(screenWbased(dashboard”!is! twofold.!On!the!one!hand!access!to!information!through!an! ambient!display!does!lead!to!more!efficiently!distributing!the! attention!of!the!teacher!than!access!to!information!through!a! screen8based!dashboard.!On!the!other!hand,!a!screen8based! dashboard! seems! to! be! more! suitable! in! the! provision! of! tailored! education! than! an! ambient! display.!!
! !
The! participants! indicate! in! the! use( of( the( dashboard! that! during!the!lesson,!the!dashboard!is!hardly!looked!upon!and! has!no!added!value!for!differentiated!teaching.!In!contrary,!in! the!use(of(Lernanto,!the!participants!indicate!that!Lernanto!is! mainly! being! utilized! during! the! lessons! and! not! so! much! during!the!lesson!preparation.!This!difference!could!be!caused! by!the!location!of!the!display.!Since!Lernanto!is!placed!at!the! rear!of!the!classroom!it!is!visible!from!every!angle!and!location.! This!enables!the!teacher!to!see!directly!where!he!is!needed,! even!when!he!is!in!the!middle!of!the!classroom!where!he!has! just! supported! an! individual! student! at! his! own! desk.! If! the! teacher!only!has!the!dashboard!at!his!disposal,!he!is!forced!to! either! return! to! his! desk! to! retrieve! information! about! the! progress!of!individual!students!or!he!has!to!rely!on!his!own! observations!before!he!can!move!to!support!the!next!student.! !! Another!possible!explanation!for!why!Lernanto!could!be!used! during!the!lesson!and!the!dashboard!couldn’t!be!used!during! the!lesson!can!be!in!the!amount!of!information!a!teacher!can! process!at!a!glance.!Lernanto!only!displays!information!on!the! pace!a!student!is!working!on!compared!to!his!average!pace,! and! the! domain! the! student! is! working! at.! The! dashboard! displays! more! data! from! learning! analytics,! such! as! the! amount!of!attempts!on!a!question!and!which!questions!were! answered!correctly.!It!seems!that!processing!the!overload!of!
information!that!can!be!extracted!out!of!the!dashboard!is!too! time8consuming! during! the! lesson! and! the! teachers! rather! spend!their!sparse!time!at!addressing!and!supporting!students! who! need! their! attention.! !
The!participants!indicated!in!sections!5.2.1.!and!5.2.2.!that!the! dashboard! allowed! them! to! extract! data! for! each! individual! student! in! order! to! create! custom! curricula.! This! left! them! feeling!supported!in!differentiated!teaching!by!the!dashboard.! In! the( use( of( Lernanto! the! participants! refer! only! to! the! dashboard!when!they!mention!use!during!lesson!preparation.! As! expected! Lernanto! did! not! play! a! role! during! lesson! preparation! and! thus! in! providing! tailored! education! at! beforehand.! This! seems! to! be! caused! by! the! fact! that! most! lesson! preparation! is! done! at! a! different! location,! such! as! home,! then! the! classroom! where! Lernanto! is! placed.!! !!
The! findings! suggest! that! both! an! ambient! display! and! a! screen8based!dashboard!to!display!the!data!from!LA!have!their! own!merit!in!supporting!a!teacher!in!differentiated!teaching.! An! ambient! display! is! more! suitable! to! support! a! teacher! during! the! lesson! while! a! screen8based! dashboard! is! more! suitable! during! the! lesson! preparation.! To! best! support! a! teacher! in! differentiated! teaching! both! should! be! at! the! disposal!of!a!teacher.!
!
6.4!Learning!curve!
The!participants!indicate!in!the!experience(in(use(of(Lernanto( sections!that!extracting!and!understanding!information!from! Lernanto! initially! costs! a! considerably! amount! of! time.! Nevertheless,! at! the! end! of! the! research! they! endorse! the! benefits!of!Lernanto!in!differentiated!teaching.!An!explanation! could!be!the!fact!that!Lernanto!aims!to!provide!the!teacher! with! different! layers! of! information! at! a! glance.! This! is! reflected! in! the! design.! The! more! the! individual! representations!are!filled!(by!participants!referred!to!as!the! more!intense!the!representations!are),!the!more!progress!the! student! is! making.! This! information! is! relatively! easy! to! process,! because! it! is! recognizable! from! different! contexts! such!as!a!bar!graph.!The!second!layer!of!information!consists! of!the!domain!the!student!is!working!on.!This!is!represented! by! a! colour.! This! information! is! slightly! more! difficult! to! process.! The! colours! do! match! a! different! source! of! information! about! the! domains! namely! the! dashboard,! but! have! to! be! familiarized.! In! Lernanto! this! information! is! represented!by!only!four!colours,!which!doesn’t!require!much! time!to!familiarize.!The!third!layer!of!information!consists!of! the!physical!location!of!a!student!in!the!classroom!relative!to! his!representation!on!Lernanto.!Teachers!are!used!to!handle! maps!of!the!classroom!to!locate!their!students.!The!difference! between!a!standard!map!and!the!mapping!on!Lernanto!is!the! position! from! which! it! is! looked! at.! In! a! standard! map,! the! location!of!the!teacher!is!a!fixed!place,!whereas!in!Lernanto! the! location! of! the! teacher,! and! as! result! the! viewing! point! changes!continuously.!In!the!end!it!has!been!found!that!even! this! third,! and! most! complex! layer! of! information! can! be! familiarized.! It! seems! that! extracting! and! understanding! information! from! Lernanto! is! part! of! a! learning! curve.! We! expect! that! over! time! extracting! and! understanding! information! from! Lernanto! will! be! come! an! automated! process!and!therefore!less!time!consuming.!!
6.5!Possibilities!for!learner!interaction!
!In!the!opportunities!and!in!the!experience(in(use(of(Lernanto! sections!the!participants!suggest!involving!the!largest!group!of! stakeholders! in! the! classroom,! the! learners.! One! of! the! suggestions!is!to!make!the!data!from!LA!also!available!to!the! learners.!Lernanto!as!is!now,!already!provoked!reactions!from! the! learners! about! other! individuals! in! the! classroom! and! about!their!own!process.!The!participants!even!suggest!that! having!the!information!from!LA!available!to!the!learners!could! influence! their! behaviour! positively.! The! focus! of! this! study! was! supporting! teachers! in! efficiently! distributing! their! attention! and! providing! tailored! education.! In! the! design! process!of!Lernanto!as!well!as!in!the!interviews!only!teachers! were! taken! into! account! and! not! the! learners.! This! point! of! view!is!reflected!amongst!others!in!the!location!of!the!ambient! display.! Opposed! to! Lantern! [1]! and! Fireflies! [2]! where! a! distributed!ambient!display!at!the!desks!of!students!was!used! we! choose! for! a! central! display! situated! at! the! rear! of! a! classroom.! Main! reason! for! this! choice! was! the! expectation! that! the! learners! involved! would! get! too! distracted! by! the! device!on!their!desk.!
!
7.!!!CONCLUSION
!In! this! research! I! questioned! whether! immediate! access! to! learning! analytics! through! an! ambient! display! in! itself! could! result!in!teachers!being!able!to!distribute!their!attention!more! efficiently!during!their!lessons.!However,!adding!an!ambient! display! to! existing! dashboards,! delivered! with! digital! education! methods,! turns! out! to! be! a! more! optimal! way! to! utilize! the! possibilities! of! ICT! in! facilitating! differentiated! teaching.! My! research! shows! that! in! this! situation! the! information!extracted!from!the!dashboard!is!used!in!particular! during!preparation!and!analysis!of!the!lessons,!whereas!during! the! lessons! the! teachers! respond! more! efficiently! to! the! questions! and! needs! of! individual! students! when! provided! with! an! ambient! display,! containing! quickly! accessible! information.
!
!!
8.!!!FUTURE!WORK
!Future!work!should!be!directed!at!broader!application!of!an! ambient!display!in!the!classroom!to!display!learning!analytics.! To! this! end! testing! Lernanto! with! different! subjects! can! be! interesting.! Another! interesting! research! could! be! the! inclusion!of!a!tablet!–computer!in!the!comparison.!Following! the! opportunities! indicated! by! the! participants! making! the! display!more!visible!to!students!might!be!interesting.!It!would! also!be!interesting!to!research!if!it!could!be!possible!to!add! peripheral!interaction!to!the!ambient!display!in!order!for!the! teacher!to!seemingly!switch!between!available!information.! !
9.!!!ACKNOWLEDGEMENTS
! I!would!like!to!thank!the!participants!for!investing!their!time! and!expertise!in!participating!in!this!study.!I!would!also!like!to! thank!Saskia!Bakker!for!her!valuable!feedback!and!support!as! supervisor!for!this!study!and!many!thanks!off!course!to!Marie8 Anne!for!her!endless!support!during!this!thesis.! !10.!!!REFERENCES!
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