VIDEO PUZZLE: A VISUOSPATIAL BASED TOOL TO EVALUATE CHILD-MULTITOUCH INTERACTION ACCURACY

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VIDEO PUZZLE: A VISUOSPATIAL BASED TOOL TO EVALUATE CHILD-MULTITOUCH INTERACTION

ACCURACY

Liew Tze Hui^1*, Lau Siong Hoe² and Hishamuddin Ismail³

1 2 Faculty of Information Science & Technology, Multimedia University, Melaka, MALAYSIA

3 Faculty of Business, Multimedia University, Melaka, MALAYSIA

*Corresponding author: [email protected] Accepted: 12 February 2020 | Published: 6 March 2020

Abstract: We are now living in an ecosystem surrounding by interactive surface technology with its highly complex contents and applications. Pre-school children in Malaysia also face the same challenge in dealing with their edutainment which mainly resides on the multi-touch screen. This happened even more obvious when children playing game on multi-touch screen, gestures and objects are flashing fast from multiple angel within the screen, and children are moving their figure fast to ensure that that they can perform their task accurately. In this study, video puzzle had been employed as a metrics of evaluation to verify the level of accuracy at acquiring onscreen interactive and unstructured video puzzle pieces by pre-school children. Video puzzle is used to simulate the highly interactive, complexity, redundancies and repetitive child-computer interaction in today environment. The interactiveness, complexity, redundancy and repetitiveness in the interaction with video puzzle could be a significant challenge to pre-school children.

Therefore, it’s an urgent call for us to understand the factors affecting the visuospatial skills and touch accuracy in child-computer interaction. The observation found that pre-school children tend to synthesis, evaluate and solve the unstructured video puzzle at their own efforts and this practice lay a foundation for children to become an effective problem solver in real world uncertain yet complex situation. In addition, this study also confirmed that the main reasons of missed numbers are due to the association of the pre-school children visuospatial motor’s abilities, size of the video puzzle piece and the complexity of the interaction. The touch accuracy on multi-touch surface for video puzzle is not really determined by age but size of the video puzzle and complexity does matter.

The test indicated that less complexity with bigger size video puzzle leads to better touch accuracy on multi-touch screen. When the video puzzle testing moves into size 4 x 4, whereby the video puzzle piece size become smaller, the complexity and repetitiveness of interaction increased accordingly, pre-school children started to have difficulty to accurately tab on the piece of video puzzle.

Keywords: Video Puzzle, Visuospatial Skills, Pre-School Children, Multi-Touch Screen, Child- Computer Interaction

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1. Introduction

Technology are evolving almost every single day, new technology come out every day, but did the pre-school children really enjoy the benefit of new multi-touch interactive technology?

Today’s generation is tremendously different from decades ago, nowadays, the technology device that pre-school children engage are tabletop, tablets and smart phones, and due to the advance of the interactive technology and content richness, a single device may content hundreds of different interactive contents including learning materials, apps and games. The uses of multi-touch screen devices had slowly changing the way pre-school children get to know the world and their surroundings. Today’s pre-school children are interactive kids that have started to interact with multi-touch screen devices ever since they were one years old and become their daily toys and being part of their childhood (Aziz, 2013).

Due to the leaping growth of highly interactive and complex content applications in pre-school setting, it’s have been never so important for us to understand the important of visuospatial skills and touch accuracy for child-computer interaction. The interactive content of multi-touch devices typically is necessitating physical engagement; that is, if the child does not interact physically with the multi-touch screen, nothing happens. Same happened if no content resides in multi-touch devices, children will not interact with the device and nothing will happen though. In other word, the interaction happened between children and multi-touch screen is actually rather a medium for representing objects and content (Sheehan & Uttal, 2016).

Although the literature has provided us with some understanding of the implementation of multi- touch screen technology in pre-school educational setting, but there is a gap in the research on understanding this kind of interaction especially a metrics of evaluation on the accuracy of such interaction and its efficiency. According to ISO 9241-11:2018 definition, efficiency is referring to a metrics employed to evaluate task completion time and throughput. (ISO 9241-11:2018).

In this paper, we focus on interactive video puzzle as a metrics of evaluation to verify the degree of accuracy at acquiring onscreen interactive and unstructured targets by pre-school children. Only one tabletop with screen size of 21’ inch namely Acer All-in-One multi-touch screen had been used for this study, with 3 video puzzle size, 2 x 2, 3 x 3 and 4 x 4. The time given to complete the task is 5 minutes or 300 seconds, while the number of moves within the given 5 minutes had no limitation. The incomplete video puzzle in 300 seconds will be highlighted in RED, which considered missed in this study.

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Consider the advancement of interactive multi-touch screen and rapid installation of its application in pre-school setting, especially in Malaysia, the child-computer interaction tasks are extremely complex and full of uncertainty. In this study, video puzzle is used to model the highly interactive, complexity, redundancies and repetitive child-computer interaction in today environment. Objects, gestures, and appearance on multi-touch surface are flashing fast with dozens of information communicated to children parallelly.

Video puzzle comprise of many elements, not only for the purpose of education, fun, entertaining and develop their fine motor skills, but to use video puzzle as a tool to measure touch accuracy for pre-school children user and to understand the best size of object that suited to their physical capability and reachability. Previous researches had revealed that screen sizes do matter the usability, because it affect the user satisfaction. Besides, existing study also suggested that user errors declined as the target size increased. With the increased target size, user can touch the intended object quicker than the smaller size as no intentional physical accustoming to increase touch accuracy (Woodward et al., 2017).

2. Literature Review

2.1 Interactive Video Puzzle

Video Puzzle comprise of 2 element, video and puzzle.

First, the term “video” meaning an electronic medium for the purpose of copying, playback, recording, and display a series of moving picture or visual media. Video is a multimedia source that combines sequence of picture or images and form a moving picture. The video will transmit a digital signal to the screen and the machine will processes and reading the order of the images in which the video recorder captures should be shown. Usually, video will contain audio components that match with the pictures that shown on the screen.

The second element of a video puzzle is the puzzle. Puzzle is a game, a problem, or a toy that usually use to tests a person's visuospatial skill. Usually, the puzzle is required the player using the logical way to put pieces of puzzle back together, in order to reassemble an original arrangement of a puzzle. The puzzles are often treated and invented for the purpose of entertainment, at the same time, puzzle can also raise up a serious mathematical problem or a logical problem on solving it, and the solution of puzzle may be a significant contribution to the educational research (Spivey, 2010).

Video Puzzles are an interesting approach for children to refine and develop their fine motor skills.

When they are playing the video puzzles, the children need to pick up, pinch and grab small pieces, nails or rough pieces, tab and move them, manipulate the pieces into the slots, sort them and assemble them in the right positions. (Davis, 2012). For pre-school children, gross motor skills are important and it can be enhanced through stacking blocks and other large, easily-manipulated video puzzles. While pre-school children are playing the video puzzle, they might experience lots of failures and trials, and in the process of keep on trying to match the video puzzle, their hand- eye coordination skills were developed and enhanced (Davis, 2012). When a pre-school children

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places a block or piece of the video puzzle that does not fit with other video puzzle, they will try all over again to make the video puzzle fit in, where these actions involve looking, tab (tab on puzzle piece by one figure and by another figure to move the puzzle to the place that intended by the child), matching and hand movement.

Multi-touch screen technology and device is not a bad innovation to pre-school children, use wisely and appropriately can also bring lots of benefit to children. Parent and pre-school educators need to understand what is right and wrong and knowing the consequence that the multi-touch touch device can bring to the pre-school children (Tumbokon, 2019). Therefore, it’s extremely important for us to have a framework to evaluate the most favourable child-computer interaction touch accuracy to limit the harm to pre-school children.

2.2 Touch Accuracy and Object Size

Many previous researchers had verified that pre-school children are less accurate at tapping on screen targets. These studies revealed that the pre-school children are consistently less accurate across target sizes, but also that children are especially inaccurate on the smallest targets (Woodward et al., 2017; Anthony, 2019). The findings were contradicting with the “fat finger”

problem identified in prior work on mobile touchscreen interfaces. Supposing that children have smaller fingers and expected to touch on smaller object more accurately, but the results shown differently. The findings suggested that fine motor ability is the main factor that prevents children from being able to precisely tab on a small object. Due to the inaccurate tab or touch, pre-school might take more time to complete their task, and more repetitive activities are required, which might have some kind of negative impact on the development of pre-school children physically and cognitively (Crescenzi et al. ,2014).

Although there have been many negative effects on the health of pre-school children derived from the usage and interaction with interactive multi-touch technology, there have also been many significant positive impacts on pre-school children skillset development (Cristia & Seidl, 2015).

The findings were very important to this study because it confirmed that children multi-touch interaction may contribute to many positive effects on children rather than just negative effects.

Therefore, in order to limit and reduce the negatives impacts to its lowest, a framework to evaluate the accuracy of such interaction is much needed to reduce the time required for children to complete their task on screen.

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2.3 Increasing Visuospatial Reasoning

In today’s highly interactive and complex ecosystem, content is available to user at a pace hasten than ever before. Pre-school children able enjoy high definition motion content, learning material, edutainment, games at their figure tips that look natural and realistic than ever, which also at the same time present new challenges for child-computer interaction. Pre-school children in development country like Malaysia are now just beginning to interact and growth with these new highly interactive contents that required corresponding visual reasoning skills. Dr. Patricia Greenfield in her study confirmed that visual reasoning skills is a required skillset for learning and development in today’s pre-school children (Greenfield, 2009a). Moreover, with current highly interactive contents facilitated by edutainment and games, its evidenced that today’s pre- school children are more visually competence with further attention to detail and greater hand eye coordination. In line such exposure, pre-school children are more used to highly interactive content and able to re-act and understand such complex structures.

Multi-touch technology offers an opportunity for pre-school children to reinforce their visuospatial skills, make them more interactive, active and able to interact with interactive content significantly greater than decade ago (Cristia & Seidl, 2015). Previous research found that pre-school children growing video games were better at tasks that required advanced motor skills, and gain better job opportunities in technology-related jobs. Furthermore, other studies also found that interactive technology application in pre-school setting makes children more interactive and ready for highly interactive activities in their learning and development process (Radesky et al., 2015; Ibrahim et al., 2016).

Powers states in Hamlet’s Blackberry “We’ve been doing our best to ignore it, but it won’t go away. It comes down to this: We’re all busier. Much, much busier.” (William, 2011), therefore, per-school children need to be equipped with skill to interact with such highly interactive ecosystem. Video puzzle is one of such highly interactive and complex edutainment video game that able to enhance pre-school children’s visuospatial skill. However, in this study, we are not only to utilize video puzzle purely as edutainment video game, but to employ video puzzle as an interactive tool to evaluate the accuracy of child-computer interaction on complex content.

3. Problem Statement

The interactive technology is here in play, we are unable to stop the installation of such technology in pre-school setting and so unable to stop pre-school children from using it. The best option we have is to understand the nature of such interaction and propose a framework to evaluate child- computer interaction with these highly interactive contents resides on multi-touch surface. Sound number of previous studies had suggested that multi-touch screen and its interactive content has become one of the prominent educational technology adapted in today’s pre-school setting as the main supporting tool for learning activities.

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While the pre-school children enjoying the highly interactive and complexity contents days and nights, parents, educators and HCI designers are worried of problems arise from such interaction, especially the efficiency and accuracy of touch (Baumeister et al., 2017). Because the failure of such interaction will require more time for pre-school children to complete their task, and therefore more repetitive activities are required, which will have negative impact on the development of pre- school children, both physically and cognitively. Many researchers have examined the use of interactive edutainment technology for pre-school children (Alrashidi et al., 2017; Radu et al., 2017). For example, (Radu et al., 2017) have investigated pre-school children’s usability problems in interaction with interactive technology, but not for the context of highly complexity, interactive and repetitiveness interaction such as video puzzle.

Furthermore, past studies pointed that pre-school children encounter problems to touch multiple objects on multi-touch screen accurately (Vatavu et al., 2015). Pre-school children are frequently missed their touch on such highly interactive object (Nacher et al., 2015). Sometimes, they might use the wrong or multiple finger tapping on the same object which lead to failure in their interaction (Ibrahim et al., 2013). The main reasons of such problem are low motor and visual coordination (Vatavu et al., 2015). Pre-school children have relatively small fingers, weaker arms and limited motor control to perform accurate touch on interactive object and also limited concentration skills.

This is because pre-school children can only keep track of one thing at a time (Vatavu et al., 2015;

Tahir & Arif, 2014). The need to explore pre-school children’s interaction ability in detail is important because it is to find out how they can interact with multi-touch devices meaningfully.

However, very little has been studied with regards to the touch accuracy of pre-school children with multi-touch screen and its interactive content such as fast flashing and highly complex video puzzle.

We still do not have a clear answer on this problem; thus, this paper is designed to explore the framework for pre-school children’s interaction ability to perform accurate touch on video puzzle by conducting a field case study at pre-school setting in Malaysia.

In this study, we sought to answer the following research question:

1. Do pre-school children accurately touch the targeted video puzzle to move the video puzzle piece?

2. Which size of video puzzle deliver the best result in completion time and move?

3. Is there any relationship between age, time and move in completing the different size of video puzzle?

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4. Method

Interactive video puzzle game is started with the home page to choose the video puzzle.

For video puzzle, the users can choose the video in the system and select the size of pieces of the video. The size of pieces of video start from 2 x 2 until 9 x 9. For the purpose of this study, only size of 2 x 2, 3 x 3 and 4 x 4 were tested. There are few game modes available to choose from, but for this study, pre-school children only been given to try on classic mode with a limitation of time for 5 minutes or 300 seconds.

Figure 4.1: Video Puzzle Select Size Page

Figure 4.1 above shown the main page of the video puzzle Select Size Page. Pre-school children can start a new game, select the video that users from the available choices, and select the size of the video puzzle. Figure 4.1 above depicted the size of video puzzle that children can select from.

The easier started from 2 x 2 until the harder 9 x 9. This study only tested 2 x 2, 3 x 3 and 4 x 4.

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Figure 4.2 shown video puzzle completion time and number of moves made after completion of the video puzzle were recorded by researchers observing the interaction process that successfully completed the task in 300 seconds. Task completion longer than 300 seconds was highlighted in red, which represent Missed number in this study.

4.1 Data Collection

This study had interacted with a total of 103 pre-school children in their natural learning environment or pre-school setting. The researcher had visited 10 pre-schools in Malacca, Malaysia for the period of 10 months to complete the process. For each pre-school, the researcher spends about 4 hours per visit. For each visit, the researcher only able to collect touch accuracy evidence from 10 children, which by average about 20 minutes for each child. All pre-school children aged between 3 to 6 years old during the testing period. The researcher had obtained permission from the pre-school teacher and parent to conduct the study, and all pre-school children participated in the study were on voluntary basis.

The purpose of this study is to gather evidence on pre-school children interaction with video puzzle through the use of multi-touch screen. The time and move taken by pre-school children to complete the task was recorded by the researcher after children completed each test as shown in figure 4.7.

In this study, pre-school children were given 20 minutes of introduction and demo on the video puzzle game.

Time Move

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The researcher had demo on solving all three-puzzle size (2 x 2, 3 x 3 and 4 x 4) in front of children.

Thereafter, 20 minutes were given to children to try on the video puzzle for 1^st time guided by the researcher. After the 20 minutes familiarization time, each child was given 10 minutes to complete their 1^st trial interaction activity with video puzzle. Once all 10 children completed their 1^st trial on interaction with video puzzle, the researcher continued the testing with 2^nd trial for the same group of children.

In order to answer the research questions, this study focused on the following:

1. Do pre-school children accurately touch the targeted video puzzle piece and to move the video puzzle piece to the intended location?

For the purpose of answering this research question, the researcher conducted the 1st trial and 2nd trial completion moves and 2nd trial completion move results by age comparison and discussion.

2. Which size of video puzzle deliver the best result in completion time and move?

In addition, to further the size effect on touch accuracy, the researcher had made a comparison and discussion on 1st trail and 2^nd trial average task completion time and move by puzzle size.

3. Is there any relationship between age, time and move in completing the different size of video puzzle?

Lastly, to answer research question 3, the researcher performs a comparison and discussion on Missed Number and % for 1st Trial and 2nd Trial Results by Age.

Finally, as an effort to increase data collection abilities, the researcher progressively learned how to reduce distractions and encourage children to provide full data samples.

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5. Results and Discussion

The overall results for first trial and second trial were recorded in table 5.1 below. The cell highlighted in red represent missed or fail number to complete the task in 300 seconds.

5.1 1st Trail Average Task Completion Time and Move by Puzzle Size

Figure 5.1: 1st Trail Average Task Completion Time and Move by Puzzle Size

Figure 5.1 depicted 1st trail average task completion time and move by video puzzle size for different age. The touch accuracy on multi-touch surface for video puzzle not really determine by age but size of the video puzzle does matter. The results suggested that age 3 had a significance different in completion time with the other three age groups. While there is only a slight difference among age 4, 5 and 6 for task completion for both time and move. The results in line with finding by (Woodward et al., 2017) that very young children could considerably lake of ability to make their interactions successfully especially for fast moving interactive target like video puzzle.

0.00 50.00 100.00 150.00 200.00 250.00 300.00

Move Time Move Time Move Time

2 x 2 3 x 3 4 x 4

1st Trail Average Task Completion Time And Move by Puzzle Size

Age 3 Age 4 Age 5 Age 6

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The detailed numerical results of 1st trail average task completion time and move by puzzle size are depicted in table 5.1 below.

Table 5.1: 1st Trail Average Task Completion Time and Move by Puzzle Size

Age 2 x 2 3 x 3 4 x 4

Move Time Move Time Move Time

3 8.95 26.82 48.14 54.00 132.00 260.00

4 8.68 18.52 35.68 44.23 123.17 221.83

5 8.73 16.62 34.04 36.96 113.69 224.56

6 10.04 14.71 34.71 43.25 108.33 212.47 5.2 2nd Trail Average Task Completion Time and Move by Puzzle Size

Figure 5.2: 2nd Trail Average Task Completion Time and Move by Puzzle Size

Figure 5.2 depicted 2nd trail average task completion time and move by video puzzle size for different age. Based on the result, the touch accuracy on multi-touch surface for video puzzle not really determine by age but size of the video puzzle does matter. The results suggested that there is no significance different in completion time and move for the tested age groups in 2^nd trail. The results depicted in figure 5.2 suggested that in 2^nd trial, there is only a slight difference between age for task completion for both time and move.

When asked to the pre-school children participant why they can perform better at the 2^nd trial, the children responded that they actually watching on how their friends completing the video puzzle and learned some “secret” on how to tab or touch accurately on the puzzle pieces, and move the piece of video puzzle tab by tab to the intended location and solve the video puzzle. The children mentioned that, from their interaction with the video puzzle, they accumulated experience on how to touch more accurately and by watching at their friends, they learn how to deal with fast moving interactive video puzzle pieces and complexity. For example, to solve the video puzzle depicted in this paper, children participant said they will look at the cartoon character in the video puzzle first, then they try to figure out the pieces with cartoon head, left hand, right hand, left leg and right leg. Thereafter, they will tab on head and move it up to top step by step, tab on legs and move it

0.00 50.00 100.00 150.00 200.00 250.00 300.00

Move Time Move Time Move Time

2 x 2 3 x 3 4 x 4

2nd Trail Average Task Completion Time And Move by Puzzle Size

Age 3 Age 4 Age 5 Age 6

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down to left or right accordingly. Such reasoning was employed to solve the puzzle more efficiently which evidenced an improvement in moves and time for 2^nd trial.

The detailed numerical results of 2^nd trail average task completion time and move by puzzle size are depicted in table 5.2 below.

Table 5.2: 2nd Trail Average Task Completion Time and Move by Puzzle Size

Age

2 x 2 3 x 3 4 x 4

Move Time Move Time Move Time 3 9.82 14.80 37.00 42.60 126.00 239.00 4 8.06 12.13 27.10 33.94 114.54 225.69 5 8.96 12.81 26.69 36.19 112.67 241.17

6 8.08 9.04 31.58 25.08 104.71 234.18

5.3 Missed Number and % for 1st Trial and 2nd Trial Results by Age

Figure 5.3: Missed Number and % for 1^st Trial and 2^nd Trial Results by Age

In this section, the researcher intended to understand the missed number and % by age for the 1^st trial and 2^nd trial of pre-school children interaction with video puzzle. With the nature of Video puzzle that come with highly interactive, complexity, redundancies and repetitive, these characters of video puzzle are closely simulate the real-world human-computer interaction in today environment.

14.00 19.00 10.00 9.00

63.64 61.29 38.46 37.50

12.00 18.00 8.00 7.00

54.55 58.06 30.77 29.17

3 4 5 6

MISSED NUMBER AND %

1st Trial 2nd Trial

Age

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As illustrated in the methodology section, missed number and % were refer to the task that can’t be completed in 300 seconds or 5 minutes. Important point to be highlighted herewith is that the missed number only happened in video puzzle size 4 x 4. Therefore, the discussion for this section will only for the testing result on pre-school children interaction with video puzzle size 4 x 4.

For video puzzle size 2 x 2 and 3 x 3, no missed number task been recorded for the testing, which testified that all pre-school children from age 3 to age 6 able to solve the video puzzle in 300 seconds. This indicated that less complexity with bigger size leads to better touch accuracy for interactive video puzzle on multi-touch screen. When the video puzzle testing moves into size 4 x 4, whereby the video puzzle piece size become smaller, the complexity and repetitiveness of interaction increased accordingly.

In general, the researcher found that pre-school children are highly constant in their missed number. When the video puzzle size become smaller, pieces double up, complexity increased considerably, more repetitive interaction are required and the redundancy of touches also multiple.

As stated in previous study, error rates or missed numbers in this study are frequently used for human-computer interaction studies on touch efficiency evaluation. Previous studies suggested that some errors of interaction were determined by the targets size that are difficult to identify and reached (Motti et al., 2014). Concerning the interaction complexity, users were having difficulties to accurately tab on the target of interaction during their interaction with multi-touch screen.

Furthermore, previous finding also indicated that some errors are related to the users’ abilities such as missing small icons because of low attentional skill (Tsai & Lee, 2009). The previous findings were supported by this study which confirm that the main reasons of missed numbers are due to the association of the pre-school children motor’s abilities, size of the video puzzle piece and the complexity of the interaction.

The detailed numerical results of missed number and % for 1st trial and 2nd trial results by age are depicted in table 5.3 below.

Table 5.3: Missed Number and % for 1^st Trial and 2^nd Trial Results by Age

1^st Trial 2^nd Trial

Age Missed No Missed % Missed No Missed %

3.00 14.00 63.64 12.00 54.55

4.00 19.00 61.29 18.00 58.06

5.00 10.00 38.46 8.00 30.77

6.00 9.00 37.50 7.00 29.17

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6. Conclusion

This study exhibited that the level of interactiveness, complexity, redundancy and repetitiveness in video puzzle could have been significantly affect pre-school children’s ability to interact successfully with multi-touch screen as intended by HCI designers. As multi-touch screen continues to expand its value as a medium for direct manipulation learning tool in pre-school setting in Malaysia, it is important to further understand how the effect of interactivity and complexity of video puzzle may change with age. The finding of this study had confirmed that the main reasons of missed numbers by pre-school children are visuospatial motor’s abilities, size of the video puzzle piece and the complexity of the interaction.

This study exhibited that the multi-touch screen is not the main reason of the missed number for pre-school children to complete their task, but the size of the video puzzle piece and the complexity of the interaction does matter. Educators, parents, and researchers will be better informed of how the video puzzle affect children’s ability to interact with multi-touch screen.

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