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.

 

 

DEDOS: An authoring toolkit to create educational multimedia activities for multiple devices

David Roldán-Alvarez, Estefanía Martín, Pablo A. Haya, Manuel García-Herranz, María  Rodríguez-González.

IEEE Transactions on Learning Technologies, 11(4), 493-505. ISSN: 1939-1382. IEEE. DOI: 10.1109/TLT.2017.2788867 JCR 2018:  (2,315 – 50/106 Computer Science, Interdisciplinary Applications – Q2; 46/243 Education & Educational Research – Q1)

Abstract

Information and Communication Technologies offer new possibilities for teachers to enhance their teaching methods. The increasing use of personal computers, tablets, interactive whiteboards or even multitouch tabletops in the classrooms seems to attract the interest of the students. However, there are not many tools that allow teachers to create multimedia activities for all these technologies in an effortless way. Most of current authoring tools either focus on creating content for only one device or they do not fully exploit the benefits of rich content for designing engaging educational activities. In this paper we present an authoring toolkit composed by two applications: DEDOS-Editor, which allow teachers to design their own learning activities, and DEDOS-Web, which allows the students to perform those activities adapting them to multiple devices. To test both tools, we have performed two evaluations. One with teachers to test the authoring tools and a second one with primary school students to test if the activities designed with this tool enhance their learning process. Results show that DEDOS-Editor is an easy to learn authoring tool which helps teachers to complement their learning methods while DEDOS-Web is flexible enough to create several learning scenarios from just one set of activities, factors which lead to achieving positive learning outcomes.