Multi-touch tables and collaborative learning

Higgins, S, Mercier, E, Burd, L and Joyce-Gibbons, A (2012) 'Multi-touch tables and collaborative learning.' British Journal of Educational Technology, 43 (6). pp. 1041-1054. ISSN 0007-1013

Official URL: https://doi.org/10.1111/j.1467-8535.2011.01259.x

Abstract

The development of multi-touch tables, an emerging technology for classroom learning, offers valuable opportunities to explore how its features can be designed to support effective collaboration in schools. In this study, small groups of 10- to 11-year-old children undertook a history task where they had to connect various pieces of information about a mining accident to reach a consensus about who had been responsible. Their interaction using traditional resources was compared with their interaction when using a multi-touch table. Analysis suggests that the design and capabilities of the multi-touch technology offers some key features that supported the collaboration and interaction of the participants, particularly in the early stages of the task. Some of these features appear to provide new opportunities for collaboration and interaction, which were different from the interactions observed in the paper-based groups. These features of the multi-touch surface therefore appear to support effective interaction between the pupils.

Item Type: Article
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The article is available to read at the URL above.

Divisions: School of Education
Identification Number: https://doi.org/10.1111/j.1467-8535.2011.01259.x
Date Deposited: 10 Aug 2021 17:44
Last Modified: 15 Aug 2021 09:57
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