Evaluating Augmented Idea Logs for Design Education

Design students use a variety of physical and digital content in the course of their studies. Augmented paper interactions promise to address this tension, yet there have been few real-world evaluations of these systems. In this paper, we present results from the first longitudinal study of augmented paper interactions for student design teams. We describe our experiences with developing and deploying the iDeas learning ecology, a system that integrates digital pens and cameras into design practice. Across two quarter-long studies, fifty-eight design students used iDeas, authoring over 4,000 pages of content in the course of their classwork. We report on their design habits, the when, what and how of their notebook usage, and pinpoint further avenues of study, including device ensembles. Through observation and analysis, we discovered that integrated paper and digital interactions enable new practices, including the ability to instrument and study design activity itself. We then observe limitations of current form factor and maintenance that inhibit longitudinal use. We conclude by identifying guidelines for development and potential directions for future research into hybrid technology systems for creative work. Figure 1. Design teams in action. Students in the introductory HCI design class work with a variety of media during a group assignment. (Study 1)