The effects of interaction techniques on talk patterns in collaborative peer learning around interactive tables

Jamil, Izdihar; O’Hara, Kenton; Perry, Mark; Karnik, Abhijit; Subramanian, Sriram

doi:10.1145/1978942.1979393

Cited by 25 publications

(49 citation statements)

References 12 publications

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“…Analysis of collaboration tends to focus on verbal and physical behaviours that people use to mediate collaborative activity [11,15,20]. The amount and type of explicit communication can indicate the degree of collaboration [9].…”

Section: Analyzing Tabletop Collaborationmentioning

confidence: 99%

“…For example, verbal negotiation, such as talk or dialogue, plays an essential role in sharing mutual understanding among participants in face-to-face collaboration. Studies [11,15] suggest various types of talk patterns are important in collaborative activities around tabletops. Jamil et al [15] discuss how different tabletop designs lead to different talk patterns during collaborative activity.…”

Section: Analyzing Tabletop Collaborationmentioning

confidence: 99%

“…Studies [11,15] suggest various types of talk patterns are important in collaborative activities around tabletops. Jamil et al [15] discuss how different tabletop designs lead to different talk patterns during collaborative activity. Similarly, Harris et al [11] present results from a comparative study of multiple-touch and single-touch collaborative interaction on a tabletop activity, wherein a coding system of talk types was developed to measure the level of collaboration.…”

Section: Analyzing Tabletop Collaborationmentioning

confidence: 99%

See 2 more Smart Citations

Exploring How a Co-dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity

Fan

Antle

Neustaedter

et al. 2014

Proceedings of the 18th International Conference on Supporting Group Work

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Many studies suggest that tangibles and digital tabletops have potential to support collaborative interaction. However, previous findings show that users often work in parallel with such systems. One design strategy that may encourage collaboration rather than parallel use involves creating a system that responds to codependent access points in which more than one action is required to create a successful system response. To better understand how co-dependent access points support collaboration, we designed a comparative study with 12 young adults using the same application with a co-dependent and an independent access point design. We collected and analyzed categories of both verbal and behavioural data in the two conditions. Our results show support for the co-dependent strategy and suggest ways that the codependent design can be used to support flexible collaboration on tangible tabletops for young adults.

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Section: Analyzing Tabletop Collaborationmentioning

confidence: 99%

Section: Analyzing Tabletop Collaborationmentioning

confidence: 99%

Section: Analyzing Tabletop Collaborationmentioning

confidence: 99%

See 1 more Smart Citation

Exploring How a Co-dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity

Fan

Antle

Neustaedter

et al. 2014

Proceedings of the 18th International Conference on Supporting Group Work

View full text Add to dashboard Cite

show abstract

“…Interactive tabletops in educational settings have been argued to have desirable properties that promote participation and collaboration between students during the learning process (Price et al 2004;Harris et al 2009;Jamil et al 2011;Rick et al 2011). For example, the students can organise themselves into small groups around digital learning materials on the multi-touch tabletop to facilitate face-to-face discussion (Dillenbourg et al 2011;Higgins et al 2011).…”

Section: Introductionmentioning

confidence: 99%

“…For example, the students can organise themselves into small groups around digital learning materials on the multi-touch tabletop to facilitate face-to-face discussion (Dillenbourg et al 2011;Higgins et al 2011). Collaboration around a digital tabletop has also been shown to support task-based and reflection-type conversations Jamil et al 2011) as well as to foster creativity and engagement (Falcão et al 2009;Cao et al 2010). Hence fostering collaboration is desirable since collaborative learning provides an opportunity for children to practice higher level thinking skills (Webb 1982a).…”

Section: Introductionmentioning

confidence: 99%

Collaborating around Digital Tabletops

Jamil

Montero

Perry

et al. 2017

ACM Trans. Comput.-Hum. Interact.

Self Cite

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We present a study of children collaborating around interactive tabletops in three different countries: the United Kingdom, India and Finland. Our data highlights the key distinctive physical strategies used by children when performing collaborative tasks during this study. Children in the UK tend to prefer static positioning with minimal physical contact and simultaneous object movement. Children in India employed dynamic positioning with frequent physical contact and simultaneous object movement. Children in Finland used a mixture of dynamic and static positioning with minimal physical contact and object movement. Our findings indicate the importance of understanding collaboration strategies and behaviours when designing and deploying interactive tabletops in heterogeneous educational environments. We conclude with a discussion on how designers of tabletops for schools can provide opportunities for children in different countries to define and shape their own collaboration strategies for small group learning that take into account their different classroom practices.

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Dialogue, Knowledge Work and Tabletops: Lessons from Preservice Teacher Education

Ioannou

Zenios

Stylianou

2014

Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences

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This pilot study is concerned with the exploration of tabletops in preservice teacher education, through the lens of sociocultural theories. An educational tabletop application designed to facilitate dialog and collaborative decision making, so called IdeasMapping, was enacted in the context of proposing a solution plan for a case study classroom problem. Students' responses to a questionnaire showed that they positively endorsed the technology for this type of collaborative activity. Moreover, analysis of video recordings of groups' discussions and interactions showed that the technology enhanced students' communication as they took turns in sharing their ideas, and provided structure and organization of these ideas linked to possible solutions on the problems embedded in the case.

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The effects of interaction techniques on talk patterns in collaborative peer learning around interactive tables

Cited by 25 publications

References 12 publications

Exploring How a Co-dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity

Exploring How a Co-dependent Tangible Tool Design Supports Collaboration in a Tabletop Activity

Collaborating around Digital Tabletops

Dialogue, Knowledge Work and Tabletops: Lessons from Preservice Teacher Education

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