Enhancing quality of argumentation in a co-located collaborative environment through a tabletop system

Falcones, Gabriel; Wong-Villacrés, Marisol; Echeverria, Vanessa; Chiluiza, Katherine

doi:10.1109/etcm.2016.7750832

Cited by 3 publications

(2 citation statements)

References 36 publications

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“…Upon re‐reading the studies that had been coded as search, scenario, or differing texts, we did not find explicit examples of comprehension strategy instruction, which has long been recommended by reading researchers (e.g., Block & Pressley, ) as a core approach for promoting comprehension. However, a handful of studies (e.g., Bligh & Coyle, ; Diazibarra, ; Falcones, Wong‐Villacres, Barzola, & Garcia, ; Safadi, Safadi, & Meidav, ) mentioned activities in which students “annotated” texts; and, as described in more detail later, a majority of studies included student discussions, both of which held the potential for helping students clarify their understandings of texts through talking with others.…”

Section: Resultsmentioning

confidence: 99%

A systematic review of argumentation related to the engineering‐designed world

Wilson‐Lopez

Strong

Hartman

et al. 2020

J of Engineering Edu

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Background: Across academic disciplines, researchers have found that argumentation-based pedagogies increase learners' achievement and engagement. Engineering educational researchers and teachers of engineering may benefit from knowledge regarding how argumentation related to engineering has been practiced and studied. Purpose/Hypothesis: Drawing from terms and concepts used in national standards for K-12 education and accreditation requirements for undergraduate engineering education, this study was designed to identify how arguments and argumentation related to the engineering-designed world were operationalized in relevant literature. Methodology: Specified search terms and inclusion criteria were used to identify 117 empirical studies related to engineering argumentation and educational research. A qualitative content analysis was used to identify trends across these studies.Findings: Overall, engineering-related argumentation was associated with a variety of positive learner outcomes. Across many studies, arguments were operationalized in practice as statements regarding whether an existing technology should be adopted in a given context, usually with a limited number of supports (e.g., costs and ethics) provided for each claim. Relatively few studies mentioned empirical practices, such as tests. Most studies did not name the race/ethnicity of participants nor report engineering-specific outcomes.Conclusions: Engineering educators in K-12 and undergraduate settings can create learning environments in which learners use a range of epistemic practices, including empirical practices, to support a range of claims. Researchers can study engineering-specific outcomes while specifying relevant demographics of their research participants. K E Y W O R D S argumentation, engineering education, systematic review

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Section: Resultsmentioning

confidence: 99%

A systematic review of argumentation related to the engineering‐designed world

Wilson‐Lopez

Strong

Hartman

et al. 2020

J of Engineering Edu

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“…They argue that the ability to have several people interact with the touch table at once was fundamental to creating an environment conducive to collaborative interaction, and that it was beneficial that attention was focused on one single plane (the touch table screen). Falcones et al (2016) compared use of a touch table with pencil and paper for collaborative computer science design activities and similarly found that students exceeded over their peers in relation to their quality and intensity of argumentation. Clayphan et al (2016) compared brainstorming in groups of design students using touch tables or pen and paper and again found that using touch tables was more effective.…”

Section: Touch Table Research Areasmentioning

confidence: 99%

Exploring Landscape Engagement through a Participatory Touch Table Approach

Conniff¹,

Colley²,

Irvine³

2017

Social Sciences

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Governments and national bodies are increasingly concerned with promoting outdoor activity as a means to benefit general health and wellbeing. Techniques to encourage and popularize engagement with the outdoor environment should therefore be welcome. This paper explores the use of a touch table as a method to facilitate discussions about people's engagement with rural and urban landscapes through recreational walking. We describe a study in north-east Scotland involving 22 participants who undertook walks of their choice using GPS smartphone applications to track their routes. Tracked routes were uploaded to a touch table and small group sessions explored spatial behavior in, and perceptions and knowledge of, local landscapes. Individual interviews 4-6 weeks later elicited reflections on the touch table session and personal engagement with the landscape. Two types of findings are reported: (i) observations and recommendations relating to the use of a touch table in combination with GPS applications; and (ii) knowledge exchange and insights afforded by group discussion and individual reflection. We conclude that our approach is a promising participatory method through which to investigate spatial behavior and promote recreational opportunities in the landscape.

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