Virtual environments systems based on immersive projection technologies (IPTs) offer users the possibility of collaborating intuitively in a 3D environment. While considerable work has been done to examine interaction in desktop-based collaborative virtual environments (CVEs), there are currently no studies for collaborative interaction using IPTs.The aim of this paper is to examine how immersive technologies support interaction and to compare this to the experience with desktop systems. A study of collaboration is presented where two partners worked together using networked IPT environments. The data collected included observations, analysis of video and audio recordings, questionnaires and debriefing interviews from both IPT sites. This paper focuses on the successes and failures in collaboration through detailed examination of particular incidents during the interaction. We compare these successes and failures with the findings of a study by Hindmarsh, Fraser, Heath, & Benford (Computer Supported Collaborative Work, CSCW'98, 1998, pp. 217-226) that examined object-focused interaction on a desktop-based CVE system.Our findings identify situations where interaction is better supported with the IPT system than the desktop system, and situations where interaction is not as well supported. We also present examples of how social interaction is critical to seamless collaboration.
Purpose
The goal to stimulate perspective taking and inference making on social phenomena, such as gender roles in society, has proven to be difficult to achieve in general and in particular for primary school students. Thus, the purpose of this paper is to develop creative models and concepts for learning that provide guidance addressing these challenges.
Design/methodology/approach
A case study methodology, including classroom observations, teacher interviews and analysis of videos created by students, was applied within a large-scale action research project related to cross-border collaboration for educational purposes supported by information and communication technologies among Danish, Norwegian and Swedish schools.
Findings
This study reports on how teachers organized group work for their sixth grades students to reimagine and videoing fairy tales endings of Cinderella in order to explore and learn about gender roles in society in a cross-border setting. The personal, emotional and social negotiations of working with peers and giving feedback to students in other schools from other countries enhanced their learning. Results suggest that adding the framework of boundary object-driven design helps to improve the process by its focus on a shared understanding, common practice and sense-making.
Originality/value
The study incorporates the framework on boundary objects as a “mental design device” into a story-driven digital production project, suggesting that creativity in combination with a specific yet open task for student group work enhances learning in social science.
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