1. June 2, 2006 1 Multiple Mice for Computers in Education in Developing Countries Udai Singh Pawar Microsoft Research India Talk at Univ. of Washington June 2nd, 2006

2. June 2, 2006 2 Computers in Rural Education What are the most pressing needs in a rural school? What are the most pressing needs in a rural school? Do computers have a place in a rural school? Do computers have a place in a rural school? How can we maximize the value of existing PCs in schools? How can we maximize the value of existing PCs in schools?

3. June 2, 2006 3 Ethnography in Rural Schools Numerous urban and rural schools Numerous urban and rural schools Short site visits, ran workshops Short site visits, ran workshops Summer 2005: 18 rural schools with PCs in four states (Karnataka, Pondicherry, Maharashtra, and Orissa) – (Pal et al., WWW 2006) Summer 2005: 18 rural schools with PCs in four states (Karnataka, Pondicherry, Maharashtra, and Orissa) – (Pal et al., WWW 2006) Over 100 interviews with students, parents, teachers, administrators. Over 100 interviews with students, parents, teachers, administrators. Most others in research group have also visited a variety of schools, and other ICT/kiosk projects. Most others in research group have also visited a variety of schools, and other ICT/kiosk projects.

4. June 2, 2006 4

5. 5 The problem with Shared Computers Current software designed for one user Current software designed for one user Only one, of N children, can use the mouse Only one, of N children, can use the mouse This is generally the dominant child This is generally the dominant child Learning benefits accrue primarily to that child Learning benefits accrue primarily to that child Other (N-1) children vying for control, are low on engagement Other (N-1) children vying for control, are low on engagement

6. June 2, 2006 6 Our Solution: Multi-Mouse!

7. June 2, 2006 7 Video

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9. 9 Related Work Some interest in late 90’s (Single Display Groupware termed by Stewart et al, 1998) Some interest in late 90’s (Single Display Groupware termed by Stewart et al, 1998) Inkpen and others – First study, 1995 – puzzle-solving, toggling between two mice. Gender effects Inkpen and others – First study, 1995 – puzzle-solving, toggling between two mice. Gender effects Bricker – Collaborative activities – color matcher Bricker – Collaborative activities – color matcher Bederson and Stewart – Painting and storytelling Bederson and Stewart – Painting and storytelling Greenberg and others – UI concepts, tabletops, large shared displays, etc. Greenberg and others – UI concepts, tabletops, large shared displays, etc.

10. June 2, 2006 10 Technical Issues By default, Windows supports multiple mice but not multiple cursors By default, Windows supports multiple mice but not multiple cursors Implicit assumption that no-one will use multiple mice so no ID for mouse events Implicit assumption that no-one will use multiple mice so no ID for mouse events RawInput API in WindowsXP retains ID in user mode. All software solution, no hardware – just USB ports RawInput API in WindowsXP retains ID in user mode. All software solution, no hardware – just USB ports Initially used SDG Toolkit (Tse & Greenberg, 2002) – now working with our own toolkit – Multimouse SDK Initially used SDG Toolkit (Tse & Greenberg, 2002) – now working with our own toolkit – Multimouse SDK No problems with lag – tested upto 15 users No problems with lag – tested upto 15 users

11. June 2, 2006 11 NGO-run after school center – Urban slum in Bangalore

12. June 2, 2006 12 Testing with Students Three preliminary field trials (5-12 year olds, N=23) Three preliminary field trials (5-12 year olds, N=23) 20min of single mouse with alphabet game  20min of multiple mouse with alphabet game  20min of multiple mouse and tile game  Free play  Brief interview 20min of single mouse with alphabet game  20min of multiple mouse with alphabet game  20min of multiple mouse and tile game  Free play  Brief interview Questions: Questions: Can children understand and use the multiple-mouse paradigm when the number of mice is as many as five? Can children understand and use the multiple-mouse paradigm when the number of mice is as many as five? How do children interact with each other with respect to multiple mice? How do they share or not share? How do children interact with each other with respect to multiple mice? How do they share or not share? Does the multiple mouse paradigm increase interest and engagement? Does the multiple mouse paradigm increase interest and engagement?

13. June 2, 2006 13 Using a Single Mouse Even with a dominant child, all children engage Even with a dominant child, all children engage Engagement decreases with time for children without a mouse Engagement decreases with time for children without a mouse Gender differences in sharing patterns Gender differences in sharing patterns Children want to control the mouse Children want to control the mouse

14. June 2, 2006 14 Using Multiple Mice Children understand the idea immediately Children understand the idea immediately Not confused by multiple cursors on screen Not confused by multiple cursors on screen Children with mice remain engaged throughout Children with mice remain engaged throughout Overall engagement increases, even for children without a mouse Overall engagement increases, even for children without a mouse

15. June 2, 2006 15 Other Observations Interview responses: Dominantly positive Interview responses: Dominantly positive Can be considerable difference in game-playing competence Can be considerable difference in game-playing competence Age variance Age variance Joint decision-making about what game to play next was chaotic Joint decision-making about what game to play next was chaotic

16. June 2, 2006 16 Ongoing and Future work Developing an SDK for content developers Developing an SDK for content developers Tracking performance, and adjusting pace accordingly Tracking performance, and adjusting pace accordingly UI features – joint decision-making mechanisms UI features – joint decision-making mechanisms Developing pedagogically sound usage scenarios Developing pedagogically sound usage scenarios Competitive  Video Games Competitive  Video Games Individualistic  Shared screen space Individualistic  Shared screen space Collaborative  Shared tasks Collaborative  Shared tasks Comprehensive testing Comprehensive testing Deployment Deployment

17. June 2, 2006 17 “Development” Issues To students To students More chances to get involved – More fun!! More chances to get involved – More fun!! Better Learning Better Learning To content developers To content developers Engaging content – video game model Engaging content – video game model Technologically straight-forward Technologically straight-forward Scope for innovation in learning activities Scope for innovation in learning activities To teachers To teachers Helps in “babysitting” the children Helps in “babysitting” the children To the government/school heads To the government/school heads Economics - $5 a mouse Economics - $5 a mouse Simple and easy to setup technically Simple and easy to setup technically Instantly multiply the value of existing PCs in schools Instantly multiply the value of existing PCs in schools

18. June 2, 2006 18 Thanks! udaip@microsoft.com http://research.microsoft.com/research/tem

19. June 2, 2006 19 Field Trials Three preliminary trials Three preliminary trials Single Laptop, USB Hub Single Laptop, USB Hub 20min of single mouse with alphabet game; 20min of multiple mouse with alphabet game; 20min of multiple mouse and tile game; Free play; Brief interview 20min of single mouse with alphabet game; 20min of multiple mouse with alphabet game; 20min of multiple mouse and tile game; Free play; Brief interview SettingDescriptionNAge A NGO Community-centers in urban slums Basic proficiency in using a mouse, due to some past usage 78-12 yrs B 108-11 yrs (girls only) C Residential School – ruralRegular PC users. Normally 1:1 ratio 65-7 yrs

20. June 2, 2006 20