Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1899
Title: Measuring 'Framing' Differences of Single-Mouse and Tangible Inputs on Patterns of Collaborative Learning
Authors: Andrade, Luis
Danish, Joshua
Moreno, Yanín
Pérez, Lenin
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Andrade, L., Danish, J., Moreno, Y., & Pérez, L. (2013). Measuring 'Framing' Differences of Single-Mouse and Tangible Inputs on Patterns of Collaborative Learning. 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 1 — Full Papers & Symposia (pp. 34-41). Madison, WI: International Society of the Learning Sciences.
Abstract: Research on usability of tangible interfaces has predominantly focused on the quantity of interactions. In contrast, we argue that research on tangible and touchable interfaces must focus on the quality of interactions. We introduce the concept of framing and resource activation in studying the nature of the collaborative activity within tangible interfaces. We observed 40 five year-old children engaging in a math-series activity with either a tangible or single-mouse input, and uncovered four categories of behavioral clusters which accounted for 90% of student interactions. We found a positive correlation between exploratory talk and synchrony cluster (i.e., shared responsibility over the action) particularly on the single-mouse condition, and a negative correlation with passiveness/individual behavior (no negotiation of the actions), predominantly on the tangible condition. This suggests a tension for designers as they aim to balance the learning benefits of focused individual engagement with those that stem from collaboration.
URI: https://doi.dx.org/10.22318/cscl2013.1.34
https://repository.isls.org//handle/1/1899
Appears in Collections:CSCL 2013

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