Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4556
Title: Analysis of Touchscreen Interactive Gestures During Embodied Cognition in Collaborative Tabletop Science Learning Experiences
Authors: Soni, Nikita
Darrow, Alice
Luc, Annie
Gleaves, Schuyler
Schuman, Carrie
Neff, Hannah
Chang, Peter
Kirkland, Brittani
Alexandre, Jeremy
Morales, Amanda
Stofer, Kathryn A.
Anthony, Lisa
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Soni, N., Darrow, A., Luc, A., Gleaves, S., Schuman, C., Neff, H., Chang, P., Kirkland, B., Alexandre, J., Morales, A., Stofer, K. A., & Anthony, L. (2019). Analysis of Touchscreen Interactive Gestures During Embodied Cognition in Collaborative Tabletop Science Learning Experiences. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 9-16). Lyon, France: International Society of the Learning Sciences.
Abstract: Previous work has used embodied cognition as a theoretical framework to inform the design of large touchscreen interfaces for learning. We seek to understand how specific gestural interactions may be tied to particular instances of learning supported by embodiment. To help us investigate this question, we built a tabletop prototype that facilitates collaborative science learning from data visualizations and used this prototype as a testbed in a laboratory study with 11 family groups. We present an analysis of the types of gestural interactions that accompanied embodied cognition (as revealed by users' language) while learners interacted with our prototype. Our preliminary findings indicate a positive role of cooperative (multi- user) gestures in supporting scientific discussion and collaborative meaning-making during embodied cognition. Our next steps are to continue our analysis to identify additional touchscreen interaction design guidelines for learning technologies, so that designers can capitalize on the affordances of embodied cognition in these contexts.
URI: https://doi.dx.org/10.22318/cscl2019.9
https://repository.isls.org//handle/1/4556
Appears in Collections:CSCL 2019

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