Beyond One-Size-Fits-All: How Interactive Tabletops Support Collaborative Learning

被引：0
|
作者：
Rick, Jochen [1 ]
Marshall, Paul [2 ]
Yuill, Nicola [3 ]
机构：
[1] Saarland Univ, Dept Ed Tech, D-66123 Saarbrucken, Germany
[2] Univ Warwick, WMG, Coventry CV4 7AL, W Midlands, England
[3] Univ Sussex, Sch Psychol, Brighton BN1 9QH, E Sussex, England
来源：
PROCEEDINGS OF IDC 2011: THE 10TH INTERNATIONAL CONFERENCE ON INTERACTION DESIGN AND CHILDREN (IDC2011) | 2011年
基金：
英国工程与自然科学研究理事会;
关键词：
Interactive tabletops; collaborative learning; case study;
D O I：
暂无
中图分类号：
TP [自动化技术、计算机技术];
学科分类号：
0812 ;
摘要：
Previous research has demonstrated the capacity of interactive tabletops to support co-located collaborative learning; however, these analyses have been at a coarse scale-focusing on general trends across conditions. In this paper, we offer a complimentary perspective by focusing on specific group dynamics. We detail three cases of dyads using the DigiTile application to work on fraction challenges. While all pairs perform well, their group dynamics are distinctive; as a consequence, the benefits of working together and the benefits of using an interactive tabletop are different for each pair. Thus, we demonstrate that one size does not fit all when characterizing how interactive tabletops support collaborative learning.
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页码：109 / 117
页数：9
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