Do Fewer Laptops Make a Better Team?

Haué, Jean-Baptiste; Dillenbourg, Pierre

doi:10.1007/978-0-387-77234-9_3

Cited by 4 publications

(4 citation statements)

References 23 publications

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“…Groups were advised to use elements from any and all documents in their outlines, and warned that the different documents could contain contradictory information. This task resembles those in previous work such as [13,35]. There were three possible task topics: Twitter, FourSquare, and LinkedIn.…”

Section: Taskmentioning

confidence: 99%

“…Multiple groups have also analyzed how digital tools affect collaboration by looking at input [12], interaction techniques and embodiment [26,25], the number of devices [13], and different types of shareable technologies [16,29]. Interestingly, their findings indicate that subtle changes in the technology can affect key indicators of the quality of collaboration such as workspace awareness and participation equality, and that sometimes the use of more devices (instead of a single digital device) can result in a degradation of task outcomes [29].…”

Section: Introductionmentioning

confidence: 99%

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Paper vs. tablets

Haber

Nacenta

Carpendale

2014

Proceedings of the 2014 International Working Conference on Advanced Visual Interfaces

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With new computer technologies portable devices are rapidly approaching the dimensions and characteristics of traditional pen and paper-based tools. Text and graphic documents are now commonly viewed using small tablet computers. We conducted a study with small groups of participants to better understand how paper-based text and graphics are used by small collaborative groups as compared to how these groups make use of documents presented on a digital tablet with digital styluses. Our results indicate that digital tools, as compared to paper tools, can affect the levels of verbal communication and participant gaze engagement with other group members. Additionally, we observed how participants spatially arranged paper-based and digital tools during collaborative group activities, how often they switched from digital to paper, and how they still prefer paper overall.

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Section: Taskmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Paper vs. tablets

Haber

Nacenta

Carpendale

2014

Proceedings of the 2014 International Working Conference on Advanced Visual Interfaces

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show abstract

“…Les effets positifs de ce type de travail sont actuellement à l'étude (Haué & Dillenbourg, 2008 ;Turner et al, in press 2011).…”

Section: Iii1 Les Facteurs Influençant L'interaction Homme/unclassified

Réflexions autour des tables interactives : expérience utilisateur, utilisabilité, évaluation

Kubicki¹,

Borgiel²,

Lepreux³

et al. 2012

Le Travail Humain

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evaluation approaches can be distinguished: (1) comparative studies with other platforms for the same tasks, (2) detailed studies of new applications for interactive tabletops, (3) studies focused primarily on collaboration, (4) studies involving free-use observations, and (5) longitudinal studies. The paper ends with a conclusion and future research prospects from the angle of the multi-domain collaborations.

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“…Edelson et al, 1996) but single-user devices can also be found in co-located settings (e.g. Haué and Dillenbourg, 2009). While in computer-mediated learning each learner needs to have an own device, learners can share devices when they are co-located.…”

Section: Personal Computersmentioning

confidence: 99%

The Role of Personal and Shared Displays in Scripted Collaborative Learning

Streng¹

2009

Human-Computer Interaction – INTERACT 2009

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iii ABSTRACTOver the last decades collaborative learning has gained immensely in importance and popularity due to its high potential. Unfortunately, learners rarely engage in effective learning activities unless they are provided with instructional support. In order to maximize learning outcomes it is therefore advisable to structure collaborative learning sessions. One way of doing this is using collaboration scripts, which define a sequence of activities to be carried out by the learners. The field of computer-supported collaborative learning (CSCL) produced a variety of collaboration scripts that proved to have positive effects on learning outcomes. These scripts provide detailed descriptions of successful learning scenarios and are therefore used as foundation for this thesis.In many cases computers are used to support collaborative learning. Traditional personal computers are often chosen for this purpose. However, during the last decades new technologies have emerged, which seem to be better suited for co-located collaboration than personal computers. Large interactive displays, for example, allow a number of people to work simultaneously on the same surface while being highly aware of the co-learners' actions. There are also multi-display environments that provide several workspaces, some of which may be shared, others may be personal. However, there is a lack of knowledge regarding the influence of different display types on group processes. For instance, it remains unclear in which cases shareable user interfaces should replace traditional single-user devices and when both personal and shared workspaces should be provided. This dissertation therefore explores the role of personal and shared workspaces in various situations in the area of collaborative learning. The research questions include the choice of technological devices, the seating arrangement as well as how user interfaces can be designed to guide learners.To investigate these questions a two-fold approach was chosen. First, a framework was developed, which supports the implementation of scripted collaborative learning applications. Second, different prototypes were implemented to explore the research questions. Each prototype is based on at least one collaboration script. The result is a set of studies, which contribute to answering the above-mentioned research questions. With regard to the choice of display environment the studies showed several reasons for integrating personal devices such as laptops. Pure tabletop applications with around-the-table seating arrangements whose benefits for collaboration are widely discussed in the relevant literature revealed severe drawbacks for text-based learning activities. The combination of laptops and an interactive wall display, on the other hand, turned out to be a suitable display environment for collaborative learning in several cases. In addition, the thesis presents several ways of designing the user interface in a way that guides learners through collaboration scripts. ACKNOWLEDGMENTST...

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Do Fewer Laptops Make a Better Team?

Cited by 4 publications

References 23 publications

Paper vs. tablets

Paper vs. tablets

Réflexions autour des tables interactives : expérience utilisateur, utilisabilité, évaluation

The Role of Personal and Shared Displays in Scripted Collaborative Learning

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