Impact of Others’ Note-Taking Visualization on Classroom Interaction

Abstract

The purpose of this study was to investigate whether visualization of others’ note-taking promotes interaction in the classroom and improves note-taking and instruction. We developed a tablet-based note-taking support system and conducted two studies. The results showed that high school students improved their sense of classroom community and note-taking through visualization. Therefore, we found that interaction among students was facilitated. Furthermore, the visualization of class comprehension by the system allowed the teacher to change the instruction in class, which could improve the students' understanding of the content. Thus, we suggested that the visualization promotes interaction between the teacher and the students.