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

Jochen Rick; Paul Marshall; Nicola Yuill

doi:10.1145/1999030.1999043

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 proceeding › Conference Contribution (Conference Proceeding)

87 Citations (Scopus)

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
Title of host publication	Proceedings of IDC 2011 - 10th International Conference on Interaction Design and Children
Pages	109-117
Number of pages	9
DOIs	https://doi.org/10.1145/1999030.1999043
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
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

Access to Document

10.1145/1999030.1999043

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Cite this

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title = "Beyond one-size-fits-all: How interactive tabletops support collaborative learning",

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.",

keywords = "case study, collaborative learning, interactive tabletops",

author = "Jochen Rick and Paul Marshall and Nicola Yuill",

year = "2011",

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doi = "10.1145/1999030.1999043",

language = "English",

isbn = "9781450307512",

pages = "109--117",

booktitle = "Proceedings of IDC 2011 - 10th International Conference on Interaction Design and Children",

note = "10th International Conference on Interaction Design and Children, IDC 2011 ; Conference date: 20-06-2011 Through 23-06-2011",

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Rick, J, Marshall, P & Yuill, N 2011, Beyond one-size-fits-all: How interactive tabletops support collaborative learning. in Proceedings of IDC 2011 - 10th International Conference on Interaction Design and Children. pp. 109-117, 10th International Conference on Interaction Design and Children, IDC 2011, Ann Arbor, MI, United States, 20/06/11. https://doi.org/10.1145/1999030.1999043

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AU - Marshall, Paul

AU - Yuill, Nicola

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Y1 - 2011/7/18

N2 - 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.

AB - 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.

KW - case study

KW - collaborative learning

KW - interactive tabletops

UR - https://www.scopus.com/pages/publications/79960218812

U2 - 10.1145/1999030.1999043

DO - 10.1145/1999030.1999043

M3 - Conference Contribution (Conference Proceeding)

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BT - Proceedings of IDC 2011 - 10th International Conference on Interaction Design and Children

Y2 - 20 June 2011 through 23 June 2011

ER -

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

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Research Groups and Themes

Keywords

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