Evaluating Digital Tabletop Collaborative Writing in the Classroom

  1. Lookup NU author(s)
  2. Dr Philip Heslop
  3. Dr Anne Preston
  4. Dr Ahmed Kharrufa
  5. Dr Madeline Balaam
  6. Professor David Leat
  7. Professor Patrick Olivier
Author(s)Heslop P, Preston A, Kharrufa A, Balaam M, Leat D, Olivier P
Editor(s)Christoph Beckmann, Tom Gross
Publication type Conference Proceedings (inc. Abstract)
Conference NameHuman-Computer Interaction–INTERACT 2015: 15th IFIP TC 13 International Conference
Conference LocationBamberg, Germany
Year of Conference2015
Source Publication Date
Volume9297
Pages531-548
Series TitleLecture Notes in Computer Science
ISBN9783319226675
Full text is available for this publication:
Normal 0 false false false EN-GB X-NONE X-NONE We present an evaluation of an “in the wild” classroom deployment of Co-located Collaborative Writing (CCW), an application for digital tabletops. CCW was adapted to the classroom setting across 8 SMART tables. Here, we describe the outcomes of the 6 week deployment with students aged 13-14, focussing on how CCW operated as a tool for learning within a classroom environment. We analyse video data and interaction logs to provide a group specific analysis in the classroom context. Using the group as the unit of analysis allows detailed tracking of the group’s development over time as part of scheme of work planned by a teacher for the classroom. Through successful integration of multiple tabletops into the classroom, we show how the design of CCW supports students in learning how to collaboratively plan a piece of persuasive writing, and allows teachers to monitor progress and process of students. The study shows how the nature and quality of collaborative interactions changed over time, with decision points bringing students together to collaborate, and how the role of CCW matured from a scaffolding mechanism for planning, to a tool for implementing planning. The study also showed how the teacher’s relationship with CCW changed, due to the designed visibility of groups’ activities, and how lesson plans became more integrated utilizing the flexibility of the technology. These are key aspects that can enhance the adoption of such technologies by both students and teachers in the classroom.
PublisherSpringer International Publishing
URLhttp://dx.doi.org/10.1007/978-3-319-22668-2_41
DOI10.1007/978-3-319-22668-2_41
ActionsLink to this publication
Library holdingsSearch Newcastle University Library for this item
Share