Abstract
Previous research has demonstrated the capacity of interactive table-tops 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.
Original language | English |
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Title of host publication | Proceedings of IDC 2011 - 10th International Conference on Interaction Design and Children |
Pages | 109-117 |
Number of pages | 9 |
DOIs | |
Publication status | Published - 18 Jul 2011 |
Event | 10th International Conference on Interaction Design and Children, IDC 2011 - Ann Arbor, MI, United States Duration: 20 Jun 2011 → 23 Jun 2011 |
Conference
Conference | 10th International Conference on Interaction Design and Children, IDC 2011 |
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Country/Territory | United States |
City | Ann Arbor, MI |
Period | 20/06/11 → 23/06/11 |
Research Groups and Themes
- Bristol Interaction Group
Keywords
- case study
- collaborative learning
- interactive tabletops