Impact of different interaction protocols on group communication, satisfaction and learning outcomes of primary school children when using multitouch tabletops

David Roldán-Álvarez, Adrián Bacelo, Estefanía Martín, Pablo A. Haya

Computer & Education, Volume 152, July 2020, 103875. DOI: https://doi.org/10.1016/j.compedu.2020.103875 JCR 2018: 5.627 – 7/106 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS – Q1, 3/253 EDUCATION & EDUCATIONAL RESEARCH – Q1

Highlights

 

  • The relationship between interaction protocol and verbalisation is investigated.
  • Student learning and motivation have also been measured through tests.
  • The turn-taking protocol enhanced verbal communication.
  • Students’ motivation regarding the multi-contact table was high.
  • Students like to work in groups, but they don’t like what such collaboration entails.

Abstract

Using information and communication technology (ICT) in childhood education is becoming more relevant as research shows that it can be used to foster children’s academic and non-academic skills. ICT can help build environments where children can communicate and collaborate, but creating effective learning environments is not trivial. It is thus necessary to study which configuration is the most appropriate for encouraging collaboration. In this work, we present how two different ways of interacting with a multitouch tabletop, taking turns without having to agree on the answer and working simultaneously but having to agree on the answer, affect group communication and children’s satisfaction. We have carried out four different learning experiments involving 180 children between 6 and 11 years of age who had to solve math problems in groups of three and four at a multitouch tabletop. Our results suggest that turn-based interaction makes students communicate more with each other when solving activities in groups. In addition, children’s satisfaction is high when they perform activities at a multitouch tabletop, but learning outcomes seems to not be impacted by the way of interacting with the device. Thus, while multitouch tabletops can be used to create collaborative learning environments, it is the way in which students interact with the device that may impact group communication.

 

 

The Conceptual Framing, Design and Evaluation of Device Ecologies for Collaborative Activities

Tim Coughlan,  Trevor D. Collins, Anne Adams, Yvonne Rogers, Pablo A. Haya, and Estefanía Martín

International Journal of Human-Computer Studies (2012) [download] (JCR, IF 2012: 1.415, Q2)

A variety of computing technologies, in addition to the personal computer, are now commonly used in many settings. As networking infrastructures mature, it is increasingly feasible and affordable to consider closer integration and use of these heterogeneous devices in tandem. However, little is known about how best to design or evaluate such ‘device ecologies’; in particular, how best to combine devices to achieve a desired type of collaborative user experience. A central concern is how users switch their attention between devices, to utilize the various elements to best effect. We describe here the development of an ecology of devices for groups of students to use when engaged in collaborative inquiry-learning activities. This included a multi-touch tabletop, laptops, projections, video streams and telephone. In situ studies of students and tutors using it in three different settings showed how individuals and groups switched their foci between the multiple devices. We present our findings, using a novel method for analysing users’ transitions between foci, identifying patterns and emergent characteristics. We then discuss the importance of designing for transitions that enable groups to appropriately utilise an ecology of devices, using the concepts of seams, bridges, niches and focal character.