Creating joint representations of collaborative problem solving with multi-touch technology.
Multi-touch surfaces have the potential to change the nature of computer-supported collaborative learning, allowing more equitable access to shared digital content. In this paper, we explore how large multi-touch tables can be used by groups of students as an external representation of their group i...
| Publicado en: | Journal of Computer Assisted Learning Vol. 30; no. 6; pp. 497 - 511 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103911480&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103911480 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2014 vid: 30 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103911480 99107917 10.1111/jcal.12052 103911480 ppf: 497 ppct: 14 formats: tig: atl: Creating joint representations of collaborative problem solving with multi-touch technology. aug: au: Mercier, E. Higgins, S. affil: Curriculum and Instruction, University of Illinois at Urbana-Champaign sug: subj: Problem Solving Collaboration Technology Learning Touch Human Students Videorecording Computers and Computerization England Child Descriptive Statistics Male Female Learning Environment kappa Statistic Time Factors Vignettes Funding Source Child: 6-12 years Male Female ab: Multi-touch surfaces have the potential to change the nature of computer-supported collaborative learning, allowing more equitable access to shared digital content. In this paper, we explore how large multi-touch tables can be used by groups of students as an external representation of their group interaction processes. Video data from 24 groups of students working on a logic reasoning problem was examined to identify their levels of reasoning about the task, and how they used the table to support their reasoning. Results indicate that of the 13 groups who solved or nearly solved the problem, 12 used the table to represent their reasoning process, while only four groups who used the table to support their reasoning process did not solve the problem. Examples from three groups are used to explore the different ways the table was used as an external representation of the groups' processes. The findings indicate that the group problem-solving process can be enhanced with the use of multi-touch tables, although students may need support in using the technology effectively to support their collaborative reasoning. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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