One Mouse per Child: interpersonal computer for individual arithmetic practice

Abstract

Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of ‘One Mouse per Child’. It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio‐economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low‐income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.

Designing augmented reality for the classroom

“…Individual learner modeling would trigger orchestration overload, when facing 30 students. Awareness reduces orchestration load by providing -within one visualization -data aggregated on the time axis and/or on the social axis (Alcoholado, Nussbaum, Tagle, Gomez, Denardin, Susaeta et al, 2011;Moraveji, Kim, Pawar, Ge & Inkpen, 2008 These principles concern external constraints, which does not mean that intrinsic constraints -learning sciences -can be neglected. Our principles expand instructional design, which is extremely well developed in terms of intrinsic constraints, to somewhat previously neglected zone of extrinsic constraints.…”

Procesos pedagógicos y uso de tecnología en el aula

“…Estudios realizados en sala de clase de educación Básica en Santiago de Chile demuestran que el uso de recursos computacionales en el aula favorecen la participación activa de los estudiantes cuando la herramienta tecnológica logra adaptarse a las necesidades de uso del estudiante (Alcoholado, Nussbaum, Tagle, Gomez, Denardin, Susaeta, Villalta, Toyama, 2012); o cuando logra estructurar un patrón de acciones para el trabajo colaborativo (Caballero, van Riesen, Alvarez, Nussbaum, De Jong, 2014), favoreciendo por una parte, la retroalimentación inmediata a la participación y, por otra parte, el andamiaje que facilita y permite el trabajo colaborativo.…”

“…Consiste en la discusión generada entre los participantes en torno a la experiencia de aprendizaje vivenciada, lo que permite lograr la reflexión crítica del conocimiento efectivamente construido (Kiili, 2007). Por ejemplo, en la situación simulada que genera competencia empresarial para ganar un mercado específico (Kiili, 2007); en el caso del comportamiento económico de la bolsa de valores (Aldinger, Kopf, Scheele & Effelsberg, 2005); o, en el análisis de logro de competencias para el trabajo grupal, a través de autorreporte (Cortez, Nussbaum, Woywood & Aravena, 2008).  Presentación del trabajo realizado.…”

“…Formalización disciplinar  Diálogo en torno al aprendizaje (Aldinger, Kopf, Scheele & Effelsberg, 2005).  Presentación del trabajo realizado (Robertson & Howells, 2008;Kirriemuir & McFarlane, 2004 …”

An Exploration Study of RimbaIlmu: A Qualitative Evaluation of Shared Single Display Groupware in Sarawak, Malaysia

“…Alcoholado et al [4] introduced the use of shared display in the learning of Mathematics. In their application, a mouse is allocated for the teacher who had privileged rights, enabling him/her to have active mediating roles and to intervene student's learning process.…”