The Effects of Room Design on Computer-Supported Collaborative Learning in a Multi-Touch Classroom

Autor/inn/en	Mercier, Emma M.; Higgins, Steven E.; Joyce-Gibbons, Andrew
Titel	The Effects of Room Design on Computer-Supported Collaborative Learning in a Multi-Touch Classroom
Quelle	In: Interactive Learning Environments, 24 (2016) 3, S.504-522 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2014.881392
Schlagwörter	Educational Technology; Technology Uses in Education; Cooperative Learning; Electronic Learning; Group Dynamics; Group Activities; Space Utilization; Classroom Design; Interaction; Foreign Countries; Elementary School Students; Mathematics Instruction; Tactual Perception; Comparative Analysis; Video Technology; Time on Task; Statistical Analysis; Conventional Instruction; Program Effectiveness; Multivariate Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Gruppendynamik; Gruppenaktivität; Raumnutzung; Klassenraumgestaltung; Interaktion; Ausland; Mathematics lessons; Mathematikunterricht; Taktile Wahrnehmung; Zeitaufwand; Statistische Analyse; Multivariate Analyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01