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|Title:||The Benefits of Single-Touch Screens in Intersubjective Meaning Making|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Davidsen, J. & Christiansen, E. (2013). The Benefits of Single-Touch Screens in Intersubjective Meaning Making. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 10-13). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||What are the benefits of single-touch screens? The paper presents findings of one video extract from ten months of observation of single-touch screen interaction among 8-9 year-old children. Recent studies of collaborative learning mediated by digital touch screens and tabletops emphasize the possibilities for equal levels of verbal and physical participation. Additionally, these studies suggest that multi-touch technologies offer more task-oriented activities compared to single-touch screen interaction, in which discussion about turn-taking is more prevalent from the outset. In contrast, applying the Embodied Interaction Analysis, we find that the constraints of single-touch screens offer support for intersubjective meaning making in their capacity of constraining the interaction. This "grain of sand" shows how children display and construct a shared work space through embodied interaction with a single-touch screen.|
|Appears in Collections:||CSCL 2013|
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