Does The Use of Networked, Multi-Touch Mobile Devices Enable Collaborative Problem Solving in Computational Thinking Activities Across Two Non Co Located Key Stage Two Classes?

Nick Young, James McNaughton, Tom Crick, Andrew Joyce-Gibbons, Gary Beauchamp

Research output: Contribution to conferencePosterpeer-review

Abstract

Multi touch surfaces are a fairly new resource unveiled to the educational world as a
tool to 'enhance collaboration and develop learning' (Mercier et al., 2017; Reiser and Tabak, 2014).
This technology enables collaboration opportunities as several people can control and interact with
the information on the same screen simultaneously and with recent technological advancements
this collaboration can now be performed across different geographical classrooms (Shen et al.,
2009; Esenther, et al., 2006). Research suggests that collaborative interaction supports learning
(Stahl, Koschmann and Suthers, 2014; Reiser and Tabak, 2014) and multiple users can jointly
control and interact with each other on the same screen using touch, instead of traditional
mouse (Mercier, et al., 2017). However, our understanding of synchronous remote collaboration
is limited within the classroom (Bjørn et al., 2014).
This study will look to explore remote, non-collocated collaboration via multi-touch table
and video conferencing software. Twenty-four participants (aged 10-11 years) in two locations,
primary school classrooms located 10 miles apart, will engage in simultaneous collaborative
activity to solve a series of joint computational thinking activities. This study is situated within
Wales (UK), which is currently undergoing vast curriculum reform (Donaldson, 2015). Digital
competence and especially computational thinking have been outlined as a core competency to be
developed as part of these reforms (Donaldson, 2015). However, educators and researchers, have
not clearly identified how to teach Computational thinking most effectively (Hsu et al,
2018; Orvalho, 2017).
This study is part of my independent PhD thesis, but also contributes to a larger research
group called SynergyNet, which have been exploring the use of multi-touch technology and
collaboration in the classroom (Higgins et al, 2011; Higgins et al, 2012; Joyce-Gibbons et al, 2017;
McNaughton et al, 2017; Mercier et al, 2013; Mercier et al, 2014, Mercier et al, 2016, Mercier et
al, 2017). My focus will be on, How networked non co located multi touch mobile devices enable
collaborative problem solving? How networked non co located multi touch mobile devices impact
upon 'intra-actions' within one location? How networked non co located multi touch mobile
devices impact upon 'interactions' between two locations?
Each school will connect to the recently developed online SynergyMesh platform via the
internet, previous SynergyNet Studies have used networked tables to communicate (Higgins et al.,
2011; Joyce-Gibbons et al., 2017). Following Falcão & Price (2011), pupils will be divided
into groups of three around a shared interface, one group working together at each location. Each
group will be video-recorded by two fixed cameras positioned to capture interactions, both verbal
and non-verbal, between learners and the tables. Pupils will reflect on their collaboration after the
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activity within recorded interviews, replicating methods used in previous SynergyNet Studies
(McNaughton et al., 2017).
To explore emerging collaborative practices using the tables, video data from the first
minute of each task will be analysed to replicate the analysis (Higgins, et al., 2012) used in
previous SynergyNet studies. Frequencies of resizing and flick gestures by participants will be
counted (Higgins et al., 2012).
The implications of my study will contribute to the gaps identified in literature such as can
Multi-touch surfaces support collaborative interaction between groups in ‘distant’ locations?
Results will look to contribute to an understanding of distance collaboration in computational
thinking. This study will explore a new phase in the development of the SynergyNet framework,
stepping away from networked communication in the laboratory and into the classroom, connected
via the internet.
Original languageEnglish
Pages51-53
Number of pages3
Publication statusPublished - 2018
EventLearning Sciences Graduate Student Conference (LSGSC) 2018: Designing the learning sciences - Vanderbilt University, Nashville, United States
Duration: 12 Oct 201813 Oct 2018
https://www.lsgsc.org/prior-proceedings

Conference

ConferenceLearning Sciences Graduate Student Conference (LSGSC) 2018
Country/TerritoryUnited States
CityNashville
Period12/10/1813/10/18
Internet address

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