Abstract
In this research, we introduced CarettaKids into the social context of a classroom environment to evaluate whether integration of personal and shared spaces can help promote students’ participation in synchronous/co-located interactions in the classroom and deepen their understanding of subject matter. Analysis of videotaped interactions and pre- and posttests clarified the following three points. (1) Students who used CarettaKids presented the simulation results and rules for object arrangement they worked out individually in their respective personal space, by using CarettaKids’ function of projecting object arrangements and simulation results from a personal digital assistant onto a sensing board. (2) Many of the students who used CarettaKids examined individually generated ideas collaboratively in the shared space. The patterns of collaborative examination are: (a) Induce a rule for object arrangement from object arrangements devised in personal spaces; (b) Deduce a new object arrangement from the rules discovered in the personal spaces; and (c) Refine the rules discovered in the personal spaces through group discussion. (3) Students who used CarettaKids not only considered all of the three factors, i.e. residential area, industrial area and forest area, but also understood relations between these factors, thereby deepening their understanding of city planning that takes environmental and financial aspects into consideration. We suggest that the degree to which students deepen their understanding is affected by the presence or absence of collaborative examination of individually generated ideas in the shared space.
An earlier version of this paper was presented at the 5th International Conference for Interaction Design and Children in Tampere, Finland, June 2006, and the International Conferences on Computer-Supported Collaborative Learning in New Brunswick, NJ, USA, July 2007. This research project has been supported by Grant-in-Aid for Scientific Research (B) (No. 16300248) and (A) (No. 18200048).
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Arias, E.G., Eden, H., Fischer, G.: Enhancing Communication, Facilitating Shared Understanding, and Creating Better Artifacts by Integrating Physical and Computational Media for Design. In: Proceedings of Designing Interactive Systems, pp. 1–12. ACM, Amsterdam (1997)
Arias, E.G., Eden, H., Fischer, G., Gorman, A., Scharff, E.: Transcending the Individual Human Mind-Creating Shared Understanding through Collaborative Design. ACM Transactions on Computer-Human Interaction 7(1), 84–113 (2000)
Barron, B.: When Smart Groups Fail. The Journal of the Learning Sciences 12(3), 307–359 (2003)
Eden, H.: Getting in on the (Inter)action: Exploring Affordances for Collaborative Learning in a Context of Informed Participation. In: Proceedings of Computer-Supported Collaborative Learning 2002, pp. 399–407 (2002)
Fischer, G., Sugimoto, M.: Supporting Self-Directed Learners and Learning Communities with Sociotechnical Environments. Research and Practice in Technology Enhanced Learning 1(1), 31–64 (2006)
Fraser, D.S., Smith, H., Tallyn, E., Kirk, D., Benford, S., Rowland, D., Paxton, M., Price, S., Fitzpatrick, G.: The SENSE Project: A Context-Inclusive Approach to Studying Environmental Science within and across Schools. In: Koschmann, T., Suthers, D., Chan, T.W. (eds.) Computer Supported Collaborative Learning 2005: The next 10 years! Proceedings of the Computer-Supported Collaborative Learning 2005, pp. 155–315. Lawrence Erlbaum Associates, Mahwah (2005)
Iles, A., Glaser, D., Kam, M., Canny, J.: Learning via Distributed Dialogue: Livenotes and Handheld Wireless Technology. In: Stahl (ed.) Computer Support for Collaborative Learning: Foundations for a CSCL Community. Proceedings of the Computer-Supported Collaborative Learning 2002, pp. 408–417. Erlbaum, Hillsdale (2002)
Jordan, B., Henderson, B.: Interaction Analysis: Foundations and Practice. The Journal of the Learning Sciences 4(1), 39–103 (1995)
Kusunoki, F., Sugimoto, M., Hashizume, H.: A System for Supporting Group Learning that Enhances Interactions. In: Hoadley, C.M., Roschelle, J. (eds.) CSCL 1999 Proceedings of Computer Support for Collaborative Learning 1999, pp. 323–327. Lawrence Erlbaum Associates, Mahwah (1999)
Lonchamp, J.: Supporting Synchronous Collaborative Learning: A Generic, Multi-Dimensional Model. International Journal of Computer-Supported Collaborative Learning 1(2), 247–276 (2006)
McConnell, D.: Implementing Computer Supported Cooperative Learning, 2nd edn. Kogan Page Limited, London (2000)
Moher, T., Kim, J., Haas, D.: A Two-Tiered Collaborative Design for Observational Science Activities in Simulated Environments. In: Stahl (ed.) Computer Support for Collaborative Learning: Foundations for a CSCL Community. Proceedings of the Computer-Supported Collaborative Learning 2002, pp. 361–370. Erlbaum, Hillsdale (2002)
Roschelle, J., Rosas, R., Nussbaum, M.: Towards a Design Framework for Mobile Computer-Supported Collaborative Learning. In: Koschmann, T., Suthers, D., Chan, T.W. (eds.) Computer-Supported Collaborative Learning 2005: The next 10 years!, pp. 520–524. Lawrence Erlbaum Associates, Mahwah (2005)
Scott, S.D., Mandryk, R.L., Inkpen, K.M.: Understanding Children’s Interactions in Synchronous Shared Environments. In: Stahl (ed.) Computer Support for Collaborative Learning: Foundations for a CSCL Community. Proceedings of the Computer-Supported Collaborative Learning 2002, pp. 333–341. Erlbaum, Hillsdale (2002)
Stanton, D., Neale, H., Bayon, V.: Interfaces to Support Children’s Co-Present Collaboration: Multiple Mice and Tangible Technologies. In: Stahl (ed.) Computer Support for Collaborative Learning: Foundations for a CSCL Community. Proceedings of the Computer-Supported Collaborative Learning 2002, pp. 342–351. Erlbaum, Hillsdale (2002)
Suthers, D.D.: Technology Affordances for Intersubjective Meaning Making: A Research Agenda for CSCL. International Journal of Computer-Supported Collaborative Learning 1(3), 315–337 (2006)
Sugimoto, M., Hosoi, K., Hashizume, H.: Caretta: A System for Supporting Face-to-Face Collaboration by Integrating Personal and Shared Spaces. In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 41–48. ACM, New York (2004)
Sugimoto, M., Kusunoki, F., Hashizume, H.: E2board: An Electronically Enhanced Board for Games and Group Activity Support. In: Proceedings of Affective Human Factors Design, Singapore, pp. 227–234 (2001)
Sugimoto, M., Kusunoki, F., Hashizume, H.: Design of an Interactive System for Group Learning Support. In: Proceedings of the 4th Conference on Designing Interactive Systems: Processes, Practices, Methods, and Techniques, pp. 50–55. ACM, New York (2002)
Sugimoto, M., Kusunoki, F., Inagaki, S., Yamaguchi, E.: Enhancing Externalization and Reflection by Integrating Personal and Shared Workspaces. In: Proceedings of the 9th European Conference on Computer Supported Cooperative Work, pp. 117–119. Springer, Heidelberg (2005)
Sugimoto, M., Kusunoki, F., Inagaki, S., Takatoki, K., Yoshikawa, A.: EPRO2: Design of a System and a Curriculum to Support Group Learning for School Children. In: Wasson, B., Ludvigsen, S., Hoppe, U. (eds.) Designing for Change in Networked Learning Environments: Proceedings of the Computer Support for Collaborative Learning 2003, pp. 1–6. Kluwer Academic Press, The Netherlands (2003)
Wessner, M., Dawabi, P., Fernandez, A.: Supporting Face-to-Face Learning with Handheld Devices. In: Wasson, B., Ludvigsen, S., Hoppe, U. (eds.) Designing for Change in Networked Learning Environments: Proceedings of the Computer Support for Collaborative Learning 2003, pp. 487–491. Kluwer Academic Press, The Netherlands (2003)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Yamaguchi, E. et al. (2009). Fostering Students’ Participation in Face-to-Face Interactions and Deepening Their Understanding by Integrating Personal and Shared Spaces. In: Pan, Z., Cheok, A.D., Müller, W., Rhalibi, A.E. (eds) Transactions on Edutainment II. Lecture Notes in Computer Science, vol 5660. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-03270-7_16
Download citation
DOI: https://doi.org/10.1007/978-3-642-03270-7_16
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-03269-1
Online ISBN: 978-3-642-03270-7
eBook Packages: Computer ScienceComputer Science (R0)