Multiple Mice based collaborative one-to-one learning

Infante, Cristian; Hidalgo, Pedro; Nussbaum, Miguél; Alarcon, Rosa; Gottlieb, A.

doi:10.1016/j.compedu.2009.02.015

Cited by 28 publications

(9 citation statements)

References 13 publications

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“…Therefore, simply applying mobile computers in collaborative Web discovery tasks does not guarantee effective interaction. A previous study by Infante, Hidalgo, Nussbaum, Alarcón and Gottlieb () has confirmed that a common focus is critical for achieving a positive physical interdependence that stimulates discussion and continuous verbal exchange. How collaborative applications can be designed with mobile computers to optimize peer interactions in collaborative Web discovery contexts is therefore worthy of investigation.…”

Section: Introductionmentioning

confidence: 83%

Investigating face‐to‐face peer interaction patterns in a collaborative Web discovery task: the benefits of a shared display

Chung

Lee

Liu

2012

Computer Assisted Learning

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Mobile computers are now increasingly applied to facilitate face‐to‐face collaborative learning. However, the factors affecting face‐to‐face peer interactions are complex as they involve rich communication media. In particular, non‐verbal interactions are necessary to convey critical communication messages in face‐to‐face communication. Through gathering discourse and non‐verbal interaction records, this study explores the peer interactions supported by two collaborative applications: one with mobile computers and the other with shared‐display groupware (SDG). The results show that the students tended to interact with each other according to a distributed and an unsocial interaction pattern when using the application with mobile computers. In contrast, the students who learned with the SDG demonstrated a shared interaction pattern, whereby they often jointly focused on and referred to the shared work. The analysis of the students' work further found that a higher level of discussion was generally associated with the shared interaction pattern. The results seem to support SDG as being useful in augmenting face‐to‐face peer interaction supported by mobile computers. The implications derived from the findings also support the argument that non‐verbal interaction records are useful for quantitatively and qualitatively analysing face‐to‐face peer interactions.

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Section: Introductionmentioning

confidence: 83%

Investigating face‐to‐face peer interaction patterns in a collaborative Web discovery task: the benefits of a shared display

Chung

Lee

Liu

2012

Computer Assisted Learning

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“…This is because all of the students participate and create positive interdependence between themselves, e.g. Infante et al (2009). When carrying out such activities, it is important to consider different approaches.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, the control that students have over their input device leads them to become participants in their own learning process (Infante, Hidalgo, Nussbaum, Alarcón, & Gottlieb, 2009 Similarly, activities that use a shared display and give students individual control of their input device show lower levels of boredom and disruptive behavior in the classroom (Infante et al, 2010). This in turn suggests a higher level of involvement in the activity (Scott, Mandryk, & Inkpen, 2002).…”

Section: Introductionmentioning

confidence: 93%

Measuring cognitive load in practicing arithmetic using educational video games on a shared display

Beserra

Nussbaum

Oteo

et al. 2014

Computers in Human Behavior

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“…Infante et al [34] presented a scenario that uses a single computer with multiple-mouses to support collaborative learning activities. Based on this concept, a new effort of collaborative language laboratories was developed using multiple-headsets [35].…”

Section: English Numbers Sortingmentioning

confidence: 99%

A Self-Adaptive Multi-Agent System Approach for Collaborative Mobile Learning

Iglesia

Calderon

Weyns

et al. 2015

IEEE Trans. Learning Technol.

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Mobile technologies have emerged as facilitators in the learning process, extending traditional classroom activities. However, engineering mobile learning applications for outdoor usage poses severe challenges. The requirements of these applications are challenging, as many different aspects need to be catered, such as resource access and sharing, communication between peers, group management, activity flow, etc. Robustness is particularly important for learning scenarios to guarantee undisturbed and smooth user experiences, pushing the technological aspects in the background. Despite significant research in the field of mobile learning, very few efforts have focused on collaborative mobile learning requirements from a software engineering perspective. This paper focuses on aspects of the software architecture, aiming to address the challenges related to resource sharing in collaborative mobile learning activities. This includes elements such as autonomy for personal interactive learning, richness for large group collaborative learning (indoor and outdoor), as well as robustness of the learning system. Additionally, we present self-adaptation as a solution to mitigate risks of resource unavailability and organization failures that arise from environment and system dynamism. Our evaluation provides indications regarding the system correctness with respect to resource sharing and collaboration concerns, and offers qualitative evidence of self-adaptation benefits for collaborative mobile learning applications.

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Multiple Mice based collaborative one-to-one learning

Cited by 28 publications

References 13 publications

Investigating face‐to‐face peer interaction patterns in a collaborative Web discovery task: the benefits of a shared display

Investigating face‐to‐face peer interaction patterns in a collaborative Web discovery task: the benefits of a shared display

Measuring cognitive load in practicing arithmetic using educational video games on a shared display

A Self-Adaptive Multi-Agent System Approach for Collaborative Mobile Learning

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