Supporting learners in a remote CSCL environment: the importance of task and communication

Authors:
David Graves;Maria Klawe
Affiliations:
Dept. of Computer Science, University of British Columbia, Vancouver, BC;Dept. of Computer Science, University of British Columbia
Venue:
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
Year:
1997

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Abstract

This paper describes novel research in the area of remote Computer-Supported Collaborative Learning (CSCL). A multi-media activity (Builder) was designed to allow a pair of players to build a house together, each working from their own computer. Features of the activity include: interactive graphical interface, two- and three-dimensional views, sound feedback, and real-time written and spoken communication. Mathematical concepts, including area, perimeter, volume, and tiling of surfaces, are embedded in the task. A field study with 134 elementary school children was undertaken to assess the learning and collaborative potential of the activity. Specifically the study addressed how different modes of communication and different task directives affected learning, interpersonal attitudes, and the perceived value and enjoyment of the task. It was found that playing led to academic gains in the target math areas, and that the nature of how the task was specified significantly impacted the size of the gains. The mode of communication was found to affect attitudes towards the game and the player's partner. Gender differences were found in attitude to game, communication and partner.