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The effects of room design on computer-supported collaborative learning in a multi-touch classroom.

Mercier, Emma M. and Higgins, Steven E. and Joyce-Gibbons, A. (2016) 'The effects of room design on computer-supported collaborative learning in a multi-touch classroom.', Interactive learning environments., 24 (3). pp. 504-522.

Abstract

While research indicates that technology can be useful for supporting learning and collaboration, there is still relatively little uptake or widespread implementation of these technologies in classrooms. In this paper, we explore one aspect of the development of a multi-touch classroom, looking at two different designs of the classroom environment to explore how classroom layout may influence group interaction and learning. Three classes of students working in groups of four were taught in the traditional forward-facing room condition, while three classes worked in a centered room condition. Our results indicate that while the outcomes on tasks were similar across conditions, groups engaged in more talk (but not more off-task talk) in a centered room layout, than in a traditional forward-facing room. These results suggest that the use of technology in the classroom may be influenced by the location of the technology, both in terms of the learning outcomes and the interaction behaviors of students. The findings highlight the importance of considering the learning environment when designing technology to support learning, and ensuring that integration of technology into formal learning environments is done with attention to how the technology may disrupt, or contribute to, the classroom interaction practices.

Item Type:Article
Keywords:CSCL, Collaborative learning, Multi-touch technology, Classroom design, Primary education, Eathematics.
Full text:(VoR) Version of Record
Available under License - Creative Commons Attribution.
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Full text:(VoR) Version of Record
Available under License - Creative Commons Attribution.
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Status:Peer-reviewed
Publisher Web site:http://dx.doi.org/10.1080/10494820.2014.881392
Publisher statement:© 2014 The Author(s). Published by Taylor & Francis. This is an Open Access article distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The moral rights of the named author(s) have been asserted.
Record Created:26 Feb 2014 15:50
Last Modified:04 May 2016 10:37

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