ButterflyNet: a mobile capture and access system for field biology research
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Technology for design education: a case study
CHI '06 Extended Abstracts on Human Factors in Computing Systems
Teaching embodied interaction design practice
DUX '05 Proceedings of the 2005 conference on Designing for User eXperience
Emerging social engineering in the wireless classroom
ICLS '04 Proceedings of the 6th international conference on Learning sciences
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Presence: Teleoperators and Virtual Environments - Special issue: 2004 workshop on VR design and evaluation
When is collaborating with friends a good idea? insights from design education
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
Hive-mind space model for creative, collaborative design
DESIRE '10 Proceedings of the 1st DESIRE Network Conference on Creativity and Innovation in Design
Free-riding in collaborative diagrams drawing
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
A Meta-Design Model for Creative Distributed Collaborative Design
International Journal of Distributed Systems and Technologies
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In a collaborative task, group dynamics have been shown to affect students' grades, motivation to pursue a topic or subject, documentation of the experience, learning, enjoyment of a project, and relationships with their classmates. The results presented in this paper illustrate the effect team dynamics also have upon technology appropriation, by combining proven data-collection strategies and the use of a system that augments paper sketchbooks with multimedia capture and sharing capabilities. We analyze the relationships between students' design notebooks, questionnaires, and interview responses, class observations, and course performance. Our study found that students' use of collaborative tools increases when they believe their teammates to be equally engaged and involved in the project. Moreover, students engaged in successful collaborations are likely to take fewer notes than those involved in conflict-filled collaborations, and students with considerable experience working in groups may bypass critical steps in creating joint problem-solving spaces with each new group.