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CSCW '90 Proceedings of the 1990 ACM conference on Computer-supported cooperative work
When two hands are better than one: enhancing collaboration using single display groupware
CHI 98 Cconference Summary on Human Factors in Computing Systems
ACM Transactions on Computer-Human Interaction (TOCHI)
Avoiding interference: how people use spatial separation and partitioning in SDG workspaces
CSCW '04 Proceedings of the 2004 ACM conference on Computer supported cooperative work
CSCW '04 Proceedings of the 2004 ACM conference on Computer supported cooperative work
Collaborative games: lessons learned from board games
Simulation and Gaming - Symposium: Video games: Issues in research and learning, part 2
Mischief: supporting remote teaching in developing regions
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Effect of screen configuration and interaction devices in shared display groupware
HCC '08 Proceedings of the 3rd ACM international workshop on Human-centered computing
Multiple Mice based collaborative one-to-one learning
Computers & Education
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Proceedings of the 3rd Mexican Workshop on Human Computer Interaction
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Proceedings of the 4th ACM/IEEE International Conference on Information and Communication Technologies and Development
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Whole-class interactive instruction is an instructional approach in which all of the students in a class create knowledge together in an interactive way, mediated by the teacher. The current mixed-method study compared the effects of a specific implementation of whole-class interactive instruction, Single Display Groupware (SDG), with traditional classical instruction of geometry, for 69 third-grade students. In SDG students work in groups that share one area on a large display screen in front of the class. Each individual student in a group has a mouse and together the students in each group need to perform assignments by using ''silent collaboration''. In the current study, the assignment for the students was to identify and create different kinds of triangles. Outcomes of interest were learning gains (quantitative) and effectiveness of ''silent collaboration'' (qualitative). Learning gains were significantly higher for students in the SDG condition than for students following traditional instruction. An analysis of emerging activity patterns showed that students found natural ways to silently collaborate.