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.
|Title of host publication||Computer Supported Collaborative Learning Practices, CSCL 2009 Conference Proceedings - 9th International Conference|
|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||9th International Conference on Computer-Supported Collaborative Learning 2009, CSCL 2009|
|Period||8/06/09 → 13/06/09|