Collaborative learning using responsive technologies in interactive surfaces (Doctoral thesis)
The concept of collaborative/cooperative learning, defined as the set of teaching techniques through which students maximize their understanding, as well as the understanding of their collaborators, is the starting point of this dissertation. At the same time, the dissertation focuses on the role of physical learning spaces in which the interactive learning technologies are used. Three interactive collaborative technologies are compared in terms of the perceived usability: multi-touch tabletops, multi-touch interactive displays and single display groupware systems with multiple mice. Using a sample (N = 76) which consists of elementary school pupils, it is indicated that multi-touch tabletops offer the greatest satisfaction to pupils, derived from the interaction with this technology and the cooperation between group members. Pupils also perceive the least physical load by using this particular technology. On the other hand, large multi-touch interactive displays are related to less cognitive load, while the single display groupware systems with multiple mice are not advantageous in any of the comparison axes. The subjective perception of usability in boys does not differ from that in girls. Based on the users’ experience, multi-touch interactive tabletops seem to be the most promising interactive technology in Primary Education to support cooperative activities between team members located in the same physical space. Therefore, this technology is reviewed and further studied with focus on its technological characteristics and its use in education. The main study cooperative activities in teams of four students (two boys, two girls) aged 12 and 13 (N = 60). The sample consists of teams weighted with its members’ previously documented academic performance (high / average) in total / per age group. The activities take place around an interactive multi-touch tabletop. The system is supported by a multi-touch visual programming micro-environment designed for the purpose of this study. In order to enhance the negotiation between students, a new method enabling the consensual execution of the pupils' programs is introduced, namely the Consensus-Tolerance approach. Three different conditions are identified (multi-touch, single-touch and individual use). Learning outcomes are correlated to the monitored verbal and non-verbal communication. It is concluded that, although learning outcomes do not differ significantly, there are large differences in the way they arise. Students of (previously reported) lower attainment demonstrated better progress in the multi-touch condition that the other two conditions. With regards to the level of verbal communication in the two conditions where pupils had to work in groups, the results were similar and comparable. It also appears that students using the table in the single-touch condition were more reluctant to interact with it on behalf of their team. The Consensus-Tolerance approach was observed to have a positive impact. The conclusions of the main study add to the body of general research on cooperative learning. Emphasis is placed on the importance of parity between group members and the absence of assigning separate roles to every pupil, the freedom of expression within groups and the Consensus-Tolerance approach.
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης|
|Subject classification:||Συνεργατική μάθηση|
|Keywords:||Διαδραστικές επιφάνειες πολλών χρηστών,Φυσικός χώρος μάθησης,Διαδραστικά τραπέζια,Συνεργατική μάθηση,Multi-touch tabletops,Cooperative learning,Physical learning space|
|Appears in Collections:||Διδακτορικές Διατριβές|
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|Δ.Δ. ΡΕΠΑΝΤΗΣ ΒΥΖΑΝΤΙΝΟΣ-ΣΤΥΛΙΑΝΟΣ 2019.pdf||3.36 MB||Adobe PDF||View/Open|
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