Appropriation of a representational tool in a second-language classroom

While the affordances of face-to-face and online environments have been studied somewhat extensively, there is relatively less research on how technology-mediated learning takes place across multiple media in the networked classroom environment where face-to-face and online interactions are intertwined, especially in the context of language learning. This case study contextually investigates the appropriation of a representational tool by students in small groups, in the context of collaborative second language writing activities. In this paper, micro-analysis of cross-media interactions is deployed to unravel how different groups of students evolve alternative approaches to appropriating the technology. The study explores the beneficial affordances of a representational tool that supplement face-to-face communication for second language learning, and draws implications for the design of collaborative L2 learning in networked classrooms.

Knowledge interdependence with the partner, accuracy of mutual knowledge model and computer-supported collaborative learning

Pierre Dillenbourg, Gaëlle Molinari, Mirweis Sangin

The present study is part of a project aiming at empirically investigating the process of modeling the partner’s knowledge (Mutual Knowledge Modeling or MKM) in Computer-Supported Collaborative Learning (CSCL) settings. In this study, a macro-collaborative script was used to produce knowledge interdependence (KI) among colearners by providing them with different but complementary information. Prior to collaboration, two students read the same text in the “Same Information” (SI) condition while each of them read one of two complementary texts in the “Complementary Information” (CI) condition. After the collaboration phase, a knowledge modeling questionnaire asked participants to estimate both their own — and their partner’s outcome knowledge thanks to Likert-type scales. The relation between the accuracy with which co-learners assess their partner’s knowledge and learning has been examined. In addition, we investigated the KI effect on (a) learning performance and (b) the MKM accuracy. Finally, we wondered to what extent the MKM accuracy could mediate the KI effect on learning. Results showed no difference in learning performance between participants who worked on same information and participants who worked on complementary information. We also found that participants were more accurate at assessing their partner’s knowledge in the SI condition than in the CI condition. The discussion focuses on methodological limitations and provides new directions for investigating the KI effect on MKM accuracy.

2009

The Complementarity of Tangible and Paper Interfaces in Tabletop Environments for Collaborative Learning

Guillaume Zufferey

The current trend in Human-Computer Interaction aims at bridging the gap between the digital and the real world, exploring novel ways to engage users with computational devices. Computers take new forms that are better integrated into our environment and can be embedded in buildings, furniture or clothes. Novel forms of interfaces take advantage of people's intuitive knowledge of everyday objects to offer more direct and natural interactions. Tangible User Interfaces (TUIs) allow users to interact with digital objects through tangible artifacts, building on their rich physical affordances. Paper User Interfaces (PUIs) add digital capabilities to paper documents, synchronizing for instance their content with their digital counterpart. Unique properties of paper are also used to create engaging and intuitive interfaces to computer applications. This dissertation is interested in the complementarity of tangible and paper interfaces in tabletop environments. We introduce the concept of Tangible and Paper Environments (TaPEs) where Interactive Paper Forms (IPFs), a particular type of PUIs based on the paper form metaphor, are used as a complementary interface to a TUI. We evaluate the potential of IPFs to overcome two main shortcomings of TUIs, in terms of scalability and pedagogy. The scalability issue comes from the limited expressiveness of task-specific physical artifacts, which offer rich physical affordances but limit the complexity of applications that can be controlled by a TUI. The pedagogy issue is raised by the lack of consistent evidence regarding the use of physical manipulatives in educational settings, which is one of the main application domain of TUIs. IPFs overcome the scalability issue by offering a set of generic interaction elements that allow TaPEs to cope with applications of any complexity. In a pedagogical setting, IPFs present learners with abstract representation which facilitate understanding by the embodied and concrete representations offered by tangible artifacts. A TaPE, the Tinker Environment, has been developed with two logistics teachers in the context of the Swiss vocational training system. It consists of a warehouse physical small-scale model (TUI) and TinkerSheets, our implementation of IPFs. It aims at helping apprentices understand theoretical concepts presented at schools. We followed a Design-based Research (DBR) approach: ten studies were conducted during the development of the Tinker Environment in authentic classroom settings. Controlled experiments were conducted to address specific questions. v The general research questions concern the respective affordances of paper and tangible components of TaPEs. The analysis is not limited to usability aspects but also considers their impact on group problem-solving activities and their potential in terms of integration of the system in its context of use. A descriptive model is proposed, built around three interaction circles: individual (usability), group (collaboration) and context (integration). Results identify design guidelines that limit the impact of the less direct interaction modality offered by IPFs, allowing TaPEs to overcome the scalability issue while supporting rich interactions. At the group level, observations of groups of apprentices solving problems around the Tinker Environment show that the consistent physical interaction modality offered by TaPEs naturally supports collaborative interactions. Apprentices tend to take implicit roles based on their location around the system. Regarding the context circle, we observed that carefully designed IPFs play the role of bridges between offline and online activities and contribute to a tight integration of the system in a its context (i.e. a classroom). The specific research questions address the potential of the Tinker Environment in this pedagogical context and its appropriation by teachers. The observations conducted with the Tinker Environment show that the warehouse small-scale model reduces the complexity of problems and allows apprentices to engage in meaningful problem-solving activities. Controlled experiments comparing a TUI to a mulitouch interface demonstrate that tangible artifacts lead to a higher learning gain and an increased performance in a problem-solving activity. Collaboration quality and perceived playfulness are also improved. The teacher plays a central role in the use of the environment, guiding apprentices through activities and encouraging reflections during debriefing sessions. The design of IPFs, emphasizing either their interface or document nature, has a strong influence on their ability to support teachers. We finally discuss the two-way adaptation process that took place between teachers and the system during the development of the Tinker Environment.

EPFL2010

Task Performance vs. Learning Outcomes: A Study of Tangible User Interface in Classroom Setting

Sébastien Cuendet, Pierre Dillenbourg, Patrick Jermann, Guillaume Zufferey

Tangible User Interfaces (TUIs) offer the potential to facilitate collaborative learning in new ways. This paper presents an empirical study that investigated the effects of a TUE in a classroom setting on task performance and learning outcomes. In the tangible condition, apprentices worked together around an interactive tabletop warehouse simulation using tangible inputs. In the paper condition, they performed the same activity with only paper and pens. Results showed that the tangible condition resulted in better task performance (more alternative solutions explored and better final solution) but did not affect learning outcomes, i.e. understanding of important concepts and applying them to a problem-solving question. We discuss reasons for this in terms of task structure and type, nature of tangible user interfaces and effective interaction requirements.

Springer2010

The Complementarity of Tangible and Paper Interfaces in Tabletop Environments for Collaborative Learning

Guillaume Zufferey

EPFL2010