Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2966
Title: What have you done! The role of ‘interference’ in tangible environments for supporting collaborative learning
Authors: Falcão, Taciana Pontual
Price, Sara
Issue Date: Jun-2009
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Falcão, T. P. & Price, S. (2009). What have you done! The role of ‘interference’ in tangible environments for supporting collaborative learning. In O'Malley, C., Suthers, D., Reimann, P., & Dimitracopoulou, A. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 325-334). Rhodes, Greece: International Society of the Learning Sciences.
Abstract: This paper presents a study that investigated collaborative activity in a tangible tabletop environment to support learning about the physics of light. In co-located groups of three, children performed exploratory activities, using tangible artefacts, to find out about light. Analysis suggests that the environment can support various collaborative activities, but of central interest, demonstrated the role of peer interference in learning activities. Verbal negotiation and synchronization of actions emerged as conflict-resolution strategies and an implicit agreement by the children for sharing the physical and virtual resources of the system was noticed. The physicality and `present at hand' nature of the input devices contributed to balanced levels of participation, particularly through action. Overall, the interference-prone tabletop environment contributed to creating a highly collaborative environment in which individual exploration was discouraged, leading the group through a productive process of collective exploration and knowledge construction.
URI: https://doi.dx.org/10.22318/cscl2009.1.325
https://repository.isls.org//handle/1/2966
Appears in Collections:CSCL 2009

Files in This Item:
File SizeFormat 
325-334.pdf291.88 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.