Anthropomorphism: from Eliza to Terminator 2
CHI '92 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Digital manipulatives: new toys to think with
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Sympathetic interfaces: using a plush toy to direct synthetic characters
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Emotional interfaces for interactive aardvarks: designing affect into social interfaces for children
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Help seeking, learning and contingent tutoring
Computers & Education
Is ActiMates Barney ethical?: the potential good, bad, and ugly of interactive plush toys
CHI '99 Extended Abstracts on Human Factors in Computing Systems
ICLS '04 Proceedings of the 6th international conference on Learning sciences
Problem-based learning online: multiple perspectives on collaborative knowledge construction
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
An investigation of student practices in asynchronous computer conferencing courses
Computers & Education
Measurement and assessment in computer-supported collaborative learning
Computers in Human Behavior
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This paper discusses the development of a documentation technique for collaborative interactions. We describe the original version of the technique as used for a single learner collaborating with a software based learning partner; the second generation of the technique, which required adaptation for application to the analysis of group use of multimedia; and finally the current variation, which is being used to record young children using digital toys and associated software. Particular attention is paid to the way in which the original approach has been adapted in order to accommodate learning contexts that involve technology beyond the desktop computer. We explore some of the challenges these different learning situations pose for those involved in the evaluation of collaborative learning and suggest that tried and tested techniques can be adapted and re-used, provided that the loci of interactivity are clearly specified and the appropriate data sources identified.