The use of a large interactive display surface (lids) prototype in graphic design teaching

This paper examines the introduction of a Large Interactive Display Surface (LIDS) prototype in a graphic design teaching environment to see how it supports learning. The study was undertaken with a small tutorial class of seven students. Information gathering consisted of observations, video capture of the tutorial, questionnaires, a focus group session and an interview with the tutor. Several benefits were identified for the tutor, including the ability to directly manipulate from the screen surface and the ability to have multiple screens. A reduction in transition time was beneficial for students as was the transparency of the lecturer’s actions. An impediment for the tutor was identified in the initial learning of pen use and the line of sight was identified as unfavourable for some of the students.