In this study, we enhanced a problem-based learning (PBL) environment with affordable, everyday technologies that can be found in most university classrooms (e.g., projectors, tablets, students' own smartphones, traditional paper-pencil, and Facebook). The study was conducted over a 3-year period, with 60 postgraduate learners in a human-computer interaction course, following a PBL approach to teaching and learning. First, this article contributes a detailed description of how PBL can be enacted in a multimodal, technology-rich classroom. Second, the study presents evaluation data on learners' technology adoption experience while engaging in PBL. Overall, the participants positively endorsed the learning environment, rating their experience highly on scales of communication and interaction, reflection, perceived learning, and satisfaction. In addition, quantitative content analysis of Facebook use documented how the physical and digital tools in the environment, coupled with the capability of Facebook as a recordkeeping and communication tool, were integral part of the PBL process.
This exploratory case study aims to examine how students benefit from a multimodal learning environment while they engage in collaborative problem-based activity in a Human Computer Interaction (HCI) university course. For 12 weeks, 30 students, in groups of 5-7 each, participated in weekly face-to-face meetings and online interactions. Students' selfreports and tutor' observations showed that overall students benefited from the multimodal learning environment while they engaged in blended interactions across physical and digital tools and across collocated and networked learning spaces. With respect to tool use, it was found that the downward pointing projector and Facebook were used in all phases of problem based activity, while portable devices for record keeping were mainly used in progress evaluation and reflection phases.
This work is concerned with the exploration of ideas in the realm of technology for peace, produced by small groups of students working around an interactive tabletop. A collaboration-enforcing tabletop application was used to mediate dialog and collaborative construction of a taxonomy of ideas based on the participants' consensus. The scenarios for discussion concerned the promotion of global peace and the social integration of immigrants in the society. The participants' dialog and interactions were video-recorded and analyzed. The study contributes a systematically developed coding scheme capturing the cognitive and physical elements of problem-based group collaboration around the interactive tabletop. Also, the consistent themes and ideas contributed across the participating groups highlight a number of areas where research could focus in terms of using technology for peace. RESEARCH HIGHLIGHTS • We focus on ideas in the realm of technology for peace, which is a domain of interest but rarely addressed in the field. • We use multi-touch tabletop technology as a means for promoting dialog and collaboration on a group artifact. • We conduct a systematic video analysis of interactions and present a coding scheme of problem-based group collaboration around an interactive tabletop. • The themes and ideas contributed across the participating groups highlight areas for research in the realm of technology for peace.
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