Please use this identifier to cite or link to this item: doi:10.22028/D291-35976
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Title: Collaborative Learning on Multi-Touch Interfaces: Scaffolding Elementary School Students
Author(s): Schmitt, Lara Johanna
Weinberger, Armin
Editor(s): Smith, Brian K.
Borge, Marcela
Mercier, Emma
Lim, Kyu Yon
Language: English
Title: Making a Difference: Prioritizing Equity and Access in CSCL: Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017), Philadelphia, Pennsylvania, USA, June 18-22, 2017, Volume 1
Startpage: 9
Endpage: 16
Publisher/Platform: International Society of the Learning Sciences
Year of Publication: 2017
Place of publication: Philadelphia
Title of the Conference: CSCL 2017
Place of the conference: Philadelphia, Pennsylvania, USA
Publikation type: Conference Paper
Abstract: Multi-touch interfaces allow for direct and simultaneous input by several co-present learners. Additional scaffolding may or may not be needed to ease or problematize tasks that involve intuitive bodily experiences. In this study, a tablet app (“Proportion”) is supposed to enable two novices (about 10 years old) to collaboratively construct an understanding of proportional relations. In a 2×2 factorial design (n = 162), effects of facilitating strategy prompts (with / without) and problematizing verbalization prompts (with / without) regarding the variables task focus, emotions, quality of dialogue and learning gains have been investigated. While the strategy prompts did not have any significant influence, the verbalization prompts had versatile effects: On one hand, quality of talk was improved, on the other hand, task focus and emotions were negatively affected. Learning gains were limited to near transfer task types and comparable over conditions.
Link to this record: hdl:20.500.11880/32830
Date of registration: 22-Apr-2022
Faculty: HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft
Department: HW - Bildungswissenschaften
Professorship: HW - Prof. Dr. Armin Weinberger
Collections:SciDok - Der Wissenschaftsserver der Universität des Saarlandes

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