The effects of room design on computer-supported collaborative learning in a multi-touch classroom

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.

The physical placement of classroom technology and its influences on educational practices

“…Zandvliet, 2006). Moreover, Mercier, Higgins, and Joyce-Gibbons (2014) suggest that the use of technology within the classroom may be influenced by the specific location of technology in the classroom, in terms of both the learning outcomes and the interaction behaviors of students. Their findings highlight the importance of considering the learning environment when integrating ICT.…”

“…Future work on ICT in the classroom will expand to consider how teachers manage new (mobile) devices within the different room configurations (cf. Lui & Slotta, 2014;Mercier et al, 2014).…”

Collaborating around Digital Tabletops

“…It has been stated that classroom (or physical space) configurations may have an effect on task-based conversations and interactions, though no significant difference was reported on off-task conversations between traditional and centred multi-touch classroom configurations (Mercier et al 2016). Due to the complexity of our study across multiple organisations, countries and physical contexts, it was impossible for us to stick to a particular physical space configuration or student orientation.…”

Scaling-up Collaborative Learning for Large Introductory Courses Using Active Learning Spaces, TA training, and Computerized Team Management

“…Drawing on research that indicates that issues of territoriality limit collaborators' reach when working on groups, [32] and drawing on observations and our own survey data, one large table per group was chosen rather than tablet chairs. In addition, recognizing that the room design can promote traditional classroom authority structures, which need to be altered for successful collaborative learning [6,24] it was decided that no 'front of room' would exist, and the teacher's podium would be placed in the center of the room. A proposal was submitted to the College of Engineering, and the $20,000 budget was approved in April 2015 for use to re-fit the room in time for the fall semester.…”

“…[2,10,24] In the initial implementations of collaborative learning activities in discussion sections, all three introductory mechanics courses were assigned to traditional classrooms, typically with slanted, tablet chairs, where students had to move the chairs around to form groups of three or four members.…”