Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/954
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dc.contributor.authorEvans, Abigail
dc.contributor.authorWobbrock, Jacob O.
dc.date.accessioned2018-05-21T22:08:51Z
dc.date.accessioned2019-01-22T19:41:25Z-
dc.date.available2018-05-21T22:08:51Z
dc.date.available2019-01-22T19:41:25Z-
dc.date.issued2014-06
dc.identifier.citationEvans, A. & Wobbrock, J. O. (2014). Filling in the Gaps: Capturing Social Regulation in an Interactive Tabletop Learning Environment. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 1157-1161.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1157
dc.identifier.urihttps://repository.isls.org//handle/1/954-
dc.description.abstractA study of small groups collaborating at an interactive tabletop was conducted. Group discussions were coded according to the type and quality of social regulation processes used. Episodes of high and low quality social regulation were then matched with the software logs to identify patterns of interaction associated with quality of social regulation. A key finding is that instances of low-quality social regulation were characterized by more than twice as much interaction with the software as high-quality instances.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleFilling in the Gaps: Capturing Social Regulation in an Interactive Tabletop Learning Environmenten_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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