Collaborative learning skills in multi-touch tables for UML software design
01 Jan 2013-International Journal of Advanced Computer Science and Applications (International Journal of Advanced Computer Science and Applications)-Vol. 4, Iss: 3
TL;DR: The results show that even though participants talked more in the PC-based condition, the use of the Multi-touch table increased the amount of physical interactions, and encouraged the "Creative Conflict" skills amongst the team members.
Abstract: The use of Multi-touch interfaces for collaborative learning has received significant attention. Their ability to synchronously accommodate multiple users is an advantage in co-located collaborative design tasks. This paper explores the Multi-touch interface's potential in collaborative Unified Modeling Language diagramming by comparing it to a PC-based tool, looking at the Collaborative Learning Skills and amount of physical interactions in both conditions. The results show that even though participants talked more in the PC-based condition, the use of the Multi-touch table increased the amount of physical interactions, and encouraged the "Creative Conflict" skills amongst the team members.
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TL;DR: The results suggest that the computerized intergroup competition mechanism is effective in enhancing student engagement, learning achievement, and creativity.
Abstract: This study developed an intergroup competition mechanism and integrated it into a multitouch platform for collaborative design-based learning (DBL) to enhance elementary school students' engagement, learning achievement, and creativity. A total of 58 elementary school students in 2 sixth-grade classes participated in the study over a period of 9 weeks. A quasi-experiment was conducted to examine the effects of the intergroup competition mechanism. The two classes were divided into an experimental group (a class of 28 students in collaboration with intergroup competition) and a comparison group (another class of 30 students in collaboration without intergroup competition), and the students in both groups were required to carry out a tessellation design project with their partners on the multitouch platform. Statistical analyses revealed that students under the intergroup competition condition had significantly better student engagement, learning achievement, and creativity than those under the no-competition condition. The results suggest that the computerized intergroup competition mechanism is effective in enhancing student engagement, learning achievement, and creativity. On the basis of the results, considerations in relation to the intergroup competition mechanism and the enhanced cognitive processes in multitouch DBL are discussed. We propose an intergroup competition mechanism for multitouch DBL.The intergroup competition mechanism can foster students' engagement.The intergroup competition mechanism can enhance students' achievement.The intergroup competition mechanism can facilitate students' creativity.
72 citations
14 Sep 2014
TL;DR: Results suggest that attention should be paid to how students are engaging in collaborative learning tasks to ensure all students participate in the intellectual as well as organizational demands of the task.
Abstract: This paper presents two studies that examine emergent leadership in children’s collaborative learning groups. Building on research that finds that leadership moves are distributed among group members during learning activities, we examined whether there were patterns in the distribution of moves, resulting in different types of emergent leaders in groups. Study one examines individual groups working with a teacher, on the same task either with paper or multi-touch tables. Study two examines groups of students in a multi-touch classroom. Results from study one indicated that the leadership was distributed among the students; the distributions aligned with classifications of intellectual leadership moves and organizational leadership moves for about half of the groups. There were no differences in emergent leadership between the multi-touch and paper conditions. These results were explored in more detail in a multi-touch classroom study, exploring emergent leadership in 22 groups of students across six classes. Again, leadership was distributed among group members, and specific roles of intellectual and organizational leader, taken on by two different students, could be identified in half of the groups. These results suggest that attention should be paid to how students are engaging in collaborative learning tasks to ensure all students participate in the intellectual as well as organizational demands of the task. Additionally, the pattern of the distribution of roles suggests that care should be taken to specify behaviors if the role of leader is assigned to collaborative groups.
43 citations
Cites background from "Collaborative learning skills in mu..."
...In a study that compared undergraduate students working on a programming task in a multi-touch and a traditional personal computer (pc) condition, Basheri et al. (2013) reported that dyads spent more time in shared engagement in the task in the multi-touch condition and more time with one student…...
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TL;DR: In this article, a set of computerized collaboration scripts for multi-touch supported collaborative design-based learning and evaluated its effects on multiple aspects of metacognitive self-regulation in terms of planning and controlling and mathematical literacy achievement at higher and lower levels.
Abstract: This study designed a set of computerized collaboration scripts for multi-touch supported collaborative design-based learning and evaluated its effects on multiple aspects of metacognitive self-regulation in terms of planning and controlling and mathematical literacy achievement at higher and lower levels The computerized scripts provided a sequence of guidance for structuring intragroup and intergroup interactions and prompting individual metacognitive processes throughout the collaborative design phases based on the Think-Pair-Share method Four intact classes of 80 fifth-grade students participated in this study Employing a nonequivalent comparison group quasi-experimental design, this study examined whether or not applying the scripts better enhanced self-regulation and achievement in a technology-infused mathematics learning classroom Multivariate analyses were conducted to reveal the effects on the aspects among the two sets of variables The results showed medium effects on the controlling of metacognitive self-regulation and higher level achievement, whereas no significant effects were found for the planning aspect and lower level achievement between the groups with and without the collaboration scripts The implications of this work in relation to metacognitive processes and technology-infused mathematics learning are discussed based on the results
34 citations
TL;DR: In this article, a model of gameful design for learning using interactive tabletops, enacted and evaluated in the context of socio-emotional education, is presented, and the design of a technology-enhanced learning experience in which a series of traditional lessons are enriched by collaborative work on interactive tablets; four gameful activities are used which may be directly linked to a school curriculum.
Abstract: Building on established pedagogy and technological advancement, this article presents a model of gameful design for learning using interactive tabletops, enacted and evaluated in the context of socio-emotional education. Based on the proposed model, we detail the design of a technology-enhanced learning experience in which a series of traditional lessons are enriched by collaborative work on interactive tabletops; four gameful activities are used which may be directly linked to a school curriculum. We conduct a qualitative case study with the participation of 86 fifth grade students across two elementary schools which have a significant minority enrolment. We demonstrate the ways in which the students draw on recently-acquired knowledge, engage in dramatic play, share the digital space and collaborate intensively to achieve a new and refined understanding of concepts and behaviours linked to perspective-taking. We discuss how tabletops, in synergy with constructivist pedagogy and principles of gameful design, allow researchers and practitioners to promote communication, collaboration and perspective-taking in ways that were hitherto difficult to enact in traditional lessons. Gameful design for learning is seen as a multilevel endeavour, which involves the selection of tasks and tools as well as the behaviour of the learners and the instructor as participants in the learning environment.
22 citations
TL;DR: A collaboration-enforcing tabletop application was used to mediate dialog and collaborative construction of a taxonomy of ideas based on the participants' consensus, concerned with the exploration of ideas in the realm of technology for peace.
19 citations
Cites background or methods from "Collaborative learning skills in mu..."
...…(ii) Web 2.0 technologies (blogs, wikis, social networking sites and video sharing sites) as well as email and video conferencing to promote collaboration communication, diversity and international cooperation between conflicting parties and (iii) online and video (serious) games and…...
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...…been suggested that multi-touch tabletops enhance users’ sense of teamwork (Morris et al., 2006), increase learners’ engagement in ‘creative conflict’ (Basheri et al., 2013), ‘invite’ interaction and willingness to participate (Rogers and Lindley, 2004), increase equity in physical interaction…...
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...Last but not least, in higher education, Basheri et al. (2013) found that a collaborative design application (UML diagramming) running on a multi-touch tabletop allowed for increased physical interaction, learner engagement and ‘creative conflict’ (i.e. arguing and disagreeing directed at ideas…...
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...In a follow-up investigation, the interface was used with 39 pairs of Jewish–Arab male youth with similar positive findings (Zancanaro et al., 2012)....
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...…researched affordances of the technology (e.g. enhancing sense of teamwork (Morris et al., 2006), increasing engagement in ‘creative conflict’ (Basheri et al., 2013), ‘inviting’ interaction and willingness to participate (Rogers and Lindley, 2004), etc.), this work considers the technology…...
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References
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23 Oct 2005
TL;DR: A simple, inexpensive, and scalable technique for enabling high-resolution multi-touch sensing on rear-projected interactive surfaces based on frustrated total internal reflection is described.
Abstract: This paper describes a simple, inexpensive, and scalable technique for enabling high-resolution multi-touch sensing on rear-projected interactive surfaces based on frustrated total internal reflection. We review previous applications of this phenomenon to sensing, provide implementation details, discuss results from our initial prototype, and outline future directions.
1,151 citations
Proceedings Article•
01 Jan 2001
TL;DR: It is suggested that structured, high-level knowledge of student conversation in context may be sufficient for automating the assessment of group interaction, furthering the possibility of an intelligent collaborative learning system that can support and enhance the group learning process.
Abstract: Students learning effectively in groups encourage each other to ask questions, explain and justify their opinions, articulate their reasoning, and elaborate and reflect upon their knowledge. The benefits of collaborative learning, however, are only achieved by active, well- functioning teams. This paper presents a model of collaborative learning designed to help an intelligent collaborative learning system identify and target group interaction problem areas. The model describes potential indicators of effective collaborative learning, and for each indicator, recommends strategies for improving peer interaction. This collaborative learning model drove the design and development of two tools that automate the coding, and aid the analysis of collaborative learning conversation and activity. Empirical evaluation of these tools confirm that effective learning teams are comprised of active participants who demand explanations and justification from their peers. The distribution of conversational skills used by members of a supportive group committed to their teammates' learning is compared to that of an unfocused, unsupportive group. The results suggest that structured, high-level knowledge of student conversation in context may be sufficient for automating the assessment of group interaction, furthering the possibility of an intelligent collaborative learning system that can support and enhance the group learning process.
501 citations
TL;DR: The authors identified student behaviors that best predicted mathematics learning in peer-directed small groups among students who needed help, such as receiving explanations instead of only the right answer and subsequently carrying out constructive activity (solving or explaining how to solve problems using concepts stated or implied in the explanations received).
Abstract: This study identified student behaviors that best predicted mathematics learning in peerdirected small groups among students who needed help. Two behaviors were hypothesized to predict achievement: receiving explanations instead of only the right answer and subsequently carrying out constructive activity (solving or explaining how to solve problems using concepts stated or implied in the explanations received). Six classes of 7th graders participated in 2 sequential instructional units. Students in 4 classes worked in heterogeneous small groups throughout a 3-week unit on operations with decimal numbers (Unit 1); students in all 6 classes worked in groups throughout a 4-week unit on operations with fractions (Unit 2). Analyses of the transcripts of tape recordings of students' verbal interaction confirmed the hypotheses. Level of constructive activity was the strongest predictor of achievement. The level of help that students received predicted level of constructive activity but did not predict achievement directly. One of the most pervasive changes in education in the past 20 years has been the increasing use of peer-directed small groups. School districts, state departments of education, national research organizations, and curriculum specialists have started to recommend or even mandate the use of collaborative and cooperative learning methods of instruction on a large scale (e.g., California State Department of Education, 1985, 1992; Mathematical Sciences Education Board, National Research Council, 1989; National Council of Teachers of Mathematics, 1980, 1989). A primary motivation for putting students into groups is the opportunity for students to help each other learn. Students can learn from other students by giving and receiving help; by recognizing contradictions between their own and other students' perspectives, seeking new knowledge to resolve those contradictions, and constructing new understandings from them; and by internalizing problem-solving processes and strategies that other students use or that are created jointly with others (Bearison, Magzamen, & Filardo, 1986;
472 citations
TL;DR: This article developed two instructional approaches to improve collaboration in computer-mediated settings by promoting people's capabilities to collaborate in a fruitful way and furthering their understanding of what characterizes good collaboration.
Abstract: Effective collaboration in computer-mediated settings among spatially distributed people is a precondition for success in many new learning and working contexts but it is hard to achieve. We have developed two instructional approaches to improve collaboration in such settings by promoting people's capabilities to collaborate in a fruitful way and furthering their understanding of what characterizes good collaboration. The rationale is that strategies necessary for a good and effective computer-mediated collaboration may be conveyed to people by exposing them to an elaborated worked-out collaboration example (observational learning) or by giving them the opportunity to learn from scripted collaborative problem-solving. An experimental study was conducted that compared learning from observing a worked-out collaboration example with the learning effects of scripted collaborative problem-solving, the effects of unscripted collaborative problem-solving, and a control condition without a learning phase. The exp...
417 citations
08 Jun 2009
TL;DR: Results showed that touch condition did not affect the frequency or equity of interactions, but did influence the nature of children's discussion, and in the multiple-touch condition, children talked more about the task; in the single- touch condition, they talk more about turn taking.
Abstract: This paper presents a classroom study that investigated the potential of using touch tabletop technology to support children's collaborative learning interactions. Children aged 7-10 worked in groups of three on a collaborative planning task in which they designed a seating plan for their classroom. In the single-touch condition, the tabletop surface allowed only one child to interact with the digital content at a time. In the multiple-touch condition, the children could interact with the digital content simultaneously. Results showed that touch condition did not affect the frequency or equity of interactions, but did influence the nature of children's discussion. In the multiple-touch condition, children talked more about the task; in the single-touch condition, they talked more about turn taking. We also report age and gender differences.
192 citations
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