Around the table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions?

Amanda Harris; Jochen Rick; Victoria Bonnett; Nicola Yuill; Rowanne Fleck; Paul Marshall; Yvonne Rogers

Around the table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions?

Amanda Harris^*, Jochen Rick, Victoria Bonnett, Nicola Yuill, Rowanne Fleck, Paul Marshall, Yvonne Rogers

^*Corresponding author for this work

Department of Computer Science

Research output: Chapter in Book/Report/Conference proceeding › Conference Contribution (Conference Proceeding)

160 Citations (Scopus)

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 singletouch condition, they talked more about turn taking. We also report age and gender differences.

Original language	English
Title of host publication	Computer Supported Collaborative Learning Practices, CSCL 2009 Conference Proceedings - 9th International Conference
Pages	335-344
Number of pages	10
Publication status	Published - 1 Dec 2009
Event	9th International Conference on Computer-Supported Collaborative Learning 2009, CSCL 2009 - Rhodes, Greece Duration: 8 Jun 2009 → 13 Jun 2009

Conference

Conference	9th International Conference on Computer-Supported Collaborative Learning 2009, CSCL 2009
Country/Territory	Greece
City	Rhodes
Period	8/06/09 → 13/06/09

Research Groups and Themes

Bristol Interaction Group

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@inproceedings{2a1f8cd036984fdfa2217c723056da63,

title = "Around the table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions?",

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 singletouch condition, they talked more about turn taking. We also report age and gender differences.",

author = "Amanda Harris and Jochen Rick and Victoria Bonnett and Nicola Yuill and Rowanne Fleck and Paul Marshall and Yvonne Rogers",

year = "2009",

month = dec,

day = "1",

language = "English",

isbn = "1615841377",

pages = "335--344",

booktitle = "Computer Supported Collaborative Learning Practices, CSCL 2009 Conference Proceedings - 9th International Conference",

note = "9th International Conference on Computer-Supported Collaborative Learning 2009, CSCL 2009 ; Conference date: 08-06-2009 Through 13-06-2009",

}

Harris, A, Rick, J, Bonnett, V, Yuill, N, Fleck, R, Marshall, P & Rogers, Y 2009, Around the table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions? in Computer Supported Collaborative Learning Practices, CSCL 2009 Conference Proceedings - 9th International Conference. pp. 335-344, 9th International Conference on Computer-Supported Collaborative Learning 2009, CSCL 2009, Rhodes, Greece, 8/06/09.

Around the table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions? / Harris, Amanda; Rick, Jochen; Bonnett, Victoria et al.
Computer Supported Collaborative Learning Practices, CSCL 2009 Conference Proceedings - 9th International Conference. 2009. p. 335-344.

Research output: Chapter in Book/Report/Conference proceeding › Conference Contribution (Conference Proceeding)

TY - GEN

T1 - Around the table

T2 - 9th International Conference on Computer-Supported Collaborative Learning 2009, CSCL 2009

AU - Harris, Amanda

AU - Rick, Jochen

AU - Bonnett, Victoria

AU - Yuill, Nicola

AU - Fleck, Rowanne

AU - Marshall, Paul

AU - Rogers, Yvonne

PY - 2009/12/1

Y1 - 2009/12/1

N2 - 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 singletouch condition, they talked more about turn taking. We also report age and gender differences.

AB - 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 singletouch condition, they talked more about turn taking. We also report age and gender differences.

UR - http://www.scopus.com/inward/record.url?scp=84858409156&partnerID=8YFLogxK

M3 - Conference Contribution (Conference Proceeding)

AN - SCOPUS:84858409156

SN - 1615841377

SN - 9781615841370

SP - 335

EP - 344

BT - Computer Supported Collaborative Learning Practices, CSCL 2009 Conference Proceedings - 9th International Conference

Y2 - 8 June 2009 through 13 June 2009

ER -

Around the table: Are multiple-touch surfaces better than single-touch for children's collaborative interactions?

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