“I’m keeping those there, are you?” The role of a new user interface paradigm – Separate Control of Shared Space (SCOSS) – in the collaborative decision-making process

Kerawalla, Lucinda; Pearce, Darren; Yuill, Nicola; Luckin, Rosemary; Harris, Amanda

doi:10.1016/j.compedu.2006.04.007

Cited by 28 publications

(20 citation statements)

References 5 publications

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“…The app presented in this paper drew on the Separate Control of Shared Space (SCoSS) framework, specifically designed to facilitate collaboration in TD children, by Kerawalla, Pearce, Yuill, Luckin and Harris (2008), using two mice for dual control of a single computer screen. Kerawalla et al (2008) proposed that users sharing a single interface were more likely to produce cooperative behaviour as tasks are often designed for single use and users cannot easily interact with individual task elements simultaneously.…”

Section: Designing Affordances To Support Other-awareness and Collabomentioning

confidence: 99%

“…Kerawalla et al (2008) proposed that users sharing a single interface were more likely to produce cooperative behaviour as tasks are often designed for single use and users cannot easily interact with individual task elements simultaneously. Therefore, it is probable that users will divide up problems and take on individual roles i.e., cooperate to solve a shared problem.…”

Section: Designing Affordances To Support Other-awareness and Collabomentioning

confidence: 99%

“…Thus, users can only control their own task elements, but are able to coordinate their actions with their partner's to interact simultaneously on identical task elements within their own task space. Both users can also see their partner's ongoing task state, which Kerawalla et al (2008) argue provides a resource to stimulate discussion toward solving the shared problem. Users can also be required to agree with each other during the problem solving process by clicking their own 'We agree' button, but this is constrained: they can only proceed if their individual game states show agreement.…”

Section: Designing Affordances To Support Other-awareness and Collabomentioning

confidence: 99%

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Tablets for two: How dual tablets can facilitate other-awareness and communication in learning disabled children with autism

Holt

Yuill

2017

International Journal of Child-Computer Interaction

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Learning-disabled children with autism (LDA) are impaired in other-awareness, joint attention and imitation, with a poor prognosis for developing language competence. However, better joint attention and imitation skills are predictors of increased language ability. Our study demonstrates that a collaborative activity delivered on a novel dual-tablet configuration (two wifi-linked tablets) facilitates active other-awareness, incorporating imitation and communicative behaviour, in 8 LDA boys with limited or no language, aged 5 -12 years. LDA children did a picture-sequencing activity using single and linked dual tablets, partnered by an adult or by an LDA peer. Overall, the dual-tablet configuration generated significantly more active other-awareness than children sharing a single tablet. Active other-awareness was observed in LDA peer partnerships using dual tablets, behaviour absent when peer partnerships shared a single tablet. Dual tablets facilitated more communicative behaviour in adult-child partnerships than single tablets. Hence, supporting collaborative activities in LDA children can facilitate other-awareness and communicative behaviour and adult and peer partnerships make different, but essential contributions to social-cognitive development through the collaborative process.

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Section: Designing Affordances To Support Other-awareness and Collabomentioning

confidence: 99%

Section: Designing Affordances To Support Other-awareness and Collabomentioning

confidence: 99%

Section: Designing Affordances To Support Other-awareness and Collabomentioning

confidence: 99%

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Tablets for two: How dual tablets can facilitate other-awareness and communication in learning disabled children with autism

Holt

Yuill

2017

International Journal of Child-Computer Interaction

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“…DiamondTouch table where users can be identified. The specific task set for pairs working together in an empirical study using adapted PCs by Kerawalla et al (2008) was to sort 12 words into a 2x2 matrix identified by a multi-coloured grid. Each word varied on two dimensions: a surface quality such as initial letter, and a semantic category, e.g.…”

Section: Case Study 1: a Software Architecture For Manipulating Awarementioning

confidence: 99%

“…Sometimes pairs were uncomfortable with the lack of constraint on control here, and would create their own by allocating roles, e.g. 'you do the 'ch' words' (Kerawalla et al, 2008).…”

Section: Case Study 1: a Software Architecture For Manipulating Awarementioning

confidence: 99%

Mechanisms for collaboration

Yuill

Rogers

2012

ACM Trans. Comput.-Hum. Interact.

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Multi-user interfaces are said to provide 'natural' interaction in supporting collaboration, compared to individual and non-co-located technologies. We identify 3 mechanisms accounting for the success of such interfaces: high awareness of others' actions and intentions, high control over the interface and high availability of background information. We challenge the idea that interaction over such interfaces is necessarily 'natural' and argue that everyday interaction involves constraints on awareness, control and availability. These constraints help people interact more smoothly. We draw from social developmental psychology to characterize the design of multi-user interfaces in terms of how constraints on these mechanisms can be best used to promote collaboration. We use this framework of mechanisms and constraints to explain the successes and failures of existing designs, then apply it to three case studies of design, and finally derive from them a set of questions to consider when designing and analysing multi-user interfaces for collaboration.

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Supporting Learning with Interactive Surfaces and Spaces

Evans

Rick

2013

Handbook of Research on Educational Communications and Technology

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“I’m keeping those there, are you?” The role of a new user interface paradigm – Separate Control of Shared Space (SCOSS) – in the collaborative decision-making process

Cited by 28 publications

References 5 publications

Tablets for two: How dual tablets can facilitate other-awareness and communication in learning disabled children with autism

Tablets for two: How dual tablets can facilitate other-awareness and communication in learning disabled children with autism

Mechanisms for collaboration

Supporting Learning with Interactive Surfaces and Spaces

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