近年來隨著人口往都市集中，且高房價的時代來臨，導致生活空間更形狹小，而在狹小的生活空間中，桌子扮演了各式日常活動不可或缺的角色，不同種類、大小、高低的桌子輔助人們從事不同活動。其中，工作桌為使用情境最複雜的桌面環境，工作桌使用情境多卻又受限於狹小桌面環境，易導致工作空間不足、桌面堆滿許多物品。堆積雜亂的物品不但影響工作效率，在從事特定活動時看到不相干的物品，也會對使用者的情緒產生影響，干擾思緒。此外，放置在桌上的物品數量越多，重配置就越困難，所以無形中也限縮了使用者對桌面空間配置權。基於上述的觀察，本論文提出「FairyBox」桌上型智慧容器概念與原形實作，此裝置讓使用者將不同活動會用到的物品放在不同的容器中，從事特定活動時，配置相關物品的容器，並依照自己的喜好放置於桌面特定位置。這些容器將記得使用者所放置的位置，在往後從事該活動時，自動行進到桌面上的固定位置，類似桌面上的自走車。透過「FairyBox」，即使在狹小桌面從事多種活動，也可以避免影響情緒與專注力，並重拾對桌面的配置權，打造客製化的理想桌面空間。 / The workspace is one of the most complicated spaces in a living environment. One that works in a small workspace typically use a small table to handle tasks and activities. Thus, objects spread over the table in short time. Because objects arouse emotions, one’s thinking often interferes when a user observes many irrelevant objects spread on the table. Moreover, human creativity and efficiency are usually restricted because of the losing of the right of deploying things. This study aims to develop a device called “FairyBox,” which is a customizable personal desktop container. A user can put the objects into the FairyBox. Before a user is going to perform an activity, needing some objects previously placed in the FairyBox, the user just deploys FairyBox on the table wherever one wants. Then, when the activity is performed, the FairyBox goes to the deployed location autonomously. Using FairyBox, the user has more space when performing the activities in the workspace and thus is more focused on the activities.

The main aim of my thesis is to mediate information about interactive tables in the Czech language teaching at elementary schools and elaboration of the methodical support for teaching. The thesis is divided into the theoretical part, which includes the first three chapters, and the practical part which has two chapters. In the theoretical part the author first introduces readers with interactivity, technical and historical development of the tables and their use in teaching. Second chapter brings knowledge about teaching methods with the use of interactive tables, the requirements on teachers, and the positive and negative advantages of the use of the tables based on the teachers and the students view. The third chapter represents main resources of teaching materials. The practical part is based on the creation of the methodical support for teaching, which provides detailed instructions for working with the SMART Table. The subject of the fourth chapter is working with the SMART table, adjustment of the table and the work with activities. Fifth chapter will introduce the computer program SMART Table Toolkit, his installation, adjustment, adjustment of activities and their use in teaching.