The effect of tangible interfaces on children's collaborative behaviour

Authors:
Danaë Stanton;Victor Bayon;Camilla Abnett;Sue Cobb;Clair O'Malley
Affiliations:
University of Nottingham, Jubilee Campus, Nottingham, UK;University of Nottingham, Jubilee Campus, Nottingham, UK;University of Nottingham, Jubilee Campus, Nottingham, UK;University of Nottingham, Jubilee Campus, Nottingham, UK;University of Nottingham, Jubilee Campus, Nottingham, UK
Venue:
CHI '02 Extended Abstracts on Human Factors in Computing Systems
Year:
2002

Citing 5
Cited 3

KidPad: a design collaboration between children, technologists, and educators

Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
curlybot: designing a new class of computational toys

Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Designing StoryRooms: interactive storytelling spaces for children

DIS '00 Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques
Computer support for children's collaborative fantasy play and storytelling

CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
The KidsRoom: A Perceptually-Based Interactive and Immersive Story Environment

Presence: Teleoperators and Virtual Environments

Designing mobile technologies to support co-present collaboration

Personal and Ubiquitous Computing
The EcoRaft project: a multi-device interactive graphical exhibit for learning about restoration ecology

CHI '06 Extended Abstracts on Human Factors in Computing Systems
What have you done! the role of 'interference' in tangible environments for supporting collaborative learning

CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1

Quantified Score

Hi-index	0.00

Visualization

Abstract

The physical nature of the classroom means that children are continually divided into small groups. The present study examined collaboration on a story creation task using technologies believed to encourage and support collaborative behaviour. Four children used tangible technologies over three sessions. The technology consisted of a large visual display in which they could input content (using Personal Digital Assistants (Pda) and a scanner), record sounds (using RF-ID tags) and navigate around the environment using an arrangement of sensors called 'the magic carpet'. The children could then retell their story using bar-coded images and sounds. The three sessions were video recorded and analysed. Results indicate the importance of immediate feedback and visibility of action for effective collaboration to take place.