Beyond one-size-fits-all: How interactive tabletops support collaborative learning

Jochen Rick*, Paul Marshall, Nicola Yuill

*Corresponding author for this work

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

75 Citations (Scopus)


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 languageEnglish
Title of host publicationProceedings of IDC 2011 - 10th International Conference on Interaction Design and Children
Number of pages9
Publication statusPublished - 18 Jul 2011
Event10th International Conference on Interaction Design and Children, IDC 2011 - Ann Arbor, MI, United States
Duration: 20 Jun 201123 Jun 2011


Conference10th International Conference on Interaction Design and Children, IDC 2011
Country/TerritoryUnited States
CityAnn Arbor, MI


  • case study
  • collaborative learning
  • interactive tabletops

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