知的活動における手書き入力の有効性に関する定量的研究 Quantitative Study on the Effectiveness of Pen Input During Intellectual Work

博士論文

2008

We believe pen-based computing has beneficial effects on work efficiency andcreative thinking. The aim of this research is to understand the way a pen-basedinterface can affect comprehension, memory, and concentration, during intellectualwork. By performing three experiments, we evaluated it quantitatively.In our first experiment, we performed a quantitative analysis of the effectiveness ofmaking annotations by pen during an electronic note-taking task in Japanese, focusingon both the ergonomic and cognitive aspects. We found that the input speed duringnote-taking was faster for pen input than for keyboard input. The results also showedthat the quality of handwritten notes was higher than that of notes input by keyboard;this might have been due to the higher cognitive load during typing. We also found thathandwritten notes remained in our memory longer and that the learning effect duringpen input is higher due to its features: natural and easy input. Observations duringthe experiment revealed several problems faced by subjects in the keyboard input task.Since an evaluation of the significance of these observations required quantitativeevidence, in our second experiment, we repeated the experiment with video analysis ofthe keyboard subtask. By analyzing the participants’ eye movements and theirbehavior throughout the keyboard subtask we obtained quantitative evidence tosupport our findings.Finally, in our third experiment, we performed a quantitative analysis thatinvestigated how a pen-based interface can promote concentration during intellectualwork. By interrupting participant's concentration during a simple calculation taskwith animation superimposed around it, we analyzed participant’s answer speed,incorrect answers and their gaze movements during the task, and found that theycould perform better when answering with pen.The third experiment also demonstrated how animation could give a negative effectto his/her task, and the results showed that misses occured more frequently andparticipants inputted less correct answer when animations displayed around the taskarea compared to task that was done without any of it.