Distributed Artificial Intelligence (Vol. 2)
Socio-technical Design: An Unfulfilled Promise or a Future Opportunity
HOIT '00 Proceedings of the IFIP TC9 WG9.3 International Conference on Home Oriented Informatics and Telematics,: Information, Technology and Society
Influencing group participation with a shared display
CSCW '04 Proceedings of the 2004 ACM conference on Computer supported cooperative work
WMTE '05 Proceedings of the IEEE International Workshop on Wireless and Mobile Technologies in Education
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Behaviour & Information Technology
Meta-design: expanding boundaries and redistributing control in design
INTERACT'07 Proceedings of the 11th IFIP TC 13 international conference on Human-computer interaction
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The emergence of low-price computers has made possible numerous new ways of classroom learning. The personal devices that are applied in a manner without interoperation with appropriate peripherals may interfere with face-to-face collaboration since the personal devices were design for personal usages. To improve the collaboration that takes place in small face-to-face groups in repeated episodes, we seek to strengthen relationships by encouraging non-verbal contact, which is known to be a key component to increasing intimacy in personal relationships. Through gathering the small group learning interactions in a collaborative learning scenario, this study proposed that classroom environments require, in addition to personal devices, special design of boundary objects to sustain and support social learning activities. An experimental classroom was developed with LCD displays and shared-display groupware. Analysis of student learning activity found that students working with only personal devices tended to learn together in a disjoint interaction pattern. Contrarily, in the environment with shared-displays as boundary objects students demonstrated a joint and coherent interaction pattern since they took more notice of the shared group work.