Abstract
Recent experimental and design studies of collaborative learning mediated by tabletops has foregrounded equality of interaction at the verbal and the physical level, while intersubjective learning has been back-grounded. However, the embodied interaction analysis of video footage, from ten months of single-touch screen interaction among 8-9 year-old children presented here, shows that while the constraints of single-touch screens does not support equality of interaction at the verbal and the physical level, there seems to be an intersubjective learning outcome. More precisely, the constraints of single-touch screens offer support for intersubjective meaning making in its ability of constraining the interaction. By presenting a short embodied interaction analysis of 22 seconds of collaboration, I illustrate how an embodied interaction perspective on intersubjective meaning making can tell a different story about touch-screen supported collaborative learning.
Original language | English |
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Publication date | Jun 2013 |
Publication status | Published - Jun 2013 |
Event | CSCL 2013: To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale - University of Wisconsin, Madison, WI, United States Duration: 15 Jun 2013 → 19 Jun 2013 Conference number: 10 http://isls.org/cscl/2013/ |
Conference
Conference | CSCL 2013 |
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Number | 10 |
Location | University of Wisconsin |
Country/Territory | United States |
City | Madison, WI |
Period | 15/06/2013 → 19/06/2013 |
Internet address |
Keywords
- touch-screens
- HCI
- Learning Sciences
- children
- ICT
- Intersubjectivity