The Benefits of Single-Touch Screens in Intersubjective Meaning Making

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

5 Citations (Scopus)
360 Downloads (Pure)

Abstract

What are the benefits of single-touch screens? The paper presents findings of one
video extract from ten months of observation of single-touch screen interaction among 8-9 year-old children. Recent studies of collaborative learning mediated by digital touch screens and tabletops emphasize the possibilities for equal levels of verbal and physical participation.Additionally, these studies suggest that multi-touch technologies offer more task-oriented activities compared to single-touch screen interaction, in which discussion about turn-taking is more prevalent from the outset. In contrast, applying the Embodied Interaction Analysis, we find that the constraints of single-touch screens offer support for intersubjective meaning making in their capacity of constraining the interaction. This “grain of sand” shows how children display and construct a shared work space through embodied interaction with a single-touch screen.
Original languageEnglish
Title of host publicationTo See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale : Conference Proceedings Volume II
EditorsN Rummel, M Kapur, M Nathan, S Puntambekar
Volume2
Place of PublicationMadison, WI
PublisherInternational Society of the Learning Sciences (ISLS)
Publication date15 Jun 2013
Pages10
Chapter13
Publication statusPublished - 15 Jun 2013
EventCSCL 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 201319 Jun 2013
Conference number: 10
http://isls.org/cscl/2013/

Conference

ConferenceCSCL 2013
Number10
LocationUniversity of Wisconsin
CountryUnited States
CityMadison, WI
Period15/06/201319/06/2013
Internet address

Fingerprint

interaction
agricultural product
participation
learning

Keywords

  • touch-screens
  • intersubjective meaning making
  • learning
  • CSCL
  • children
  • interaction
  • video

Cite this

Davidsen, J., & Christiansen, E. T. (2013). The Benefits of Single-Touch Screens in Intersubjective Meaning Making. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: Conference Proceedings Volume II (Vol. 2, pp. 10). Madison, WI: International Society of the Learning Sciences (ISLS).
Davidsen, Jacob ; Christiansen, Ellen Tove. / The Benefits of Single-Touch Screens in Intersubjective Meaning Making. To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: Conference Proceedings Volume II. editor / N Rummel ; M Kapur ; M Nathan ; S Puntambekar. Vol. 2 Madison, WI : International Society of the Learning Sciences (ISLS), 2013. pp. 10
@inproceedings{9395680735e04024bc090d494dd64747,
title = "The Benefits of Single-Touch Screens in Intersubjective Meaning Making",
abstract = "What are the benefits of single-touch screens? The paper presents findings of onevideo extract from ten months of observation of single-touch screen interaction among 8-9 year-old children. Recent studies of collaborative learning mediated by digital touch screens and tabletops emphasize the possibilities for equal levels of verbal and physical participation.Additionally, these studies suggest that multi-touch technologies offer more task-oriented activities compared to single-touch screen interaction, in which discussion about turn-taking is more prevalent from the outset. In contrast, applying the Embodied Interaction Analysis, we find that the constraints of single-touch screens offer support for intersubjective meaning making in their capacity of constraining the interaction. This “grain of sand” shows how children display and construct a shared work space through embodied interaction with a single-touch screen.",
keywords = "touch-screens, intersubjective meaning making, learning, CSCL, children, interaction, video",
author = "Jacob Davidsen and Christiansen, {Ellen Tove}",
year = "2013",
month = "6",
day = "15",
language = "English",
volume = "2",
pages = "10",
editor = "N Rummel and M Kapur and M Nathan and S Puntambekar",
booktitle = "To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale",
publisher = "International Society of the Learning Sciences (ISLS)",

}

Davidsen, J & Christiansen, ET 2013, The Benefits of Single-Touch Screens in Intersubjective Meaning Making. in N Rummel, M Kapur, M Nathan & S Puntambekar (eds), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: Conference Proceedings Volume II. vol. 2, International Society of the Learning Sciences (ISLS), Madison, WI, pp. 10, CSCL 2013, Madison, WI, United States, 15/06/2013.

The Benefits of Single-Touch Screens in Intersubjective Meaning Making. / Davidsen, Jacob; Christiansen, Ellen Tove.

To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: Conference Proceedings Volume II. ed. / N Rummel; M Kapur; M Nathan; S Puntambekar. Vol. 2 Madison, WI : International Society of the Learning Sciences (ISLS), 2013. p. 10.

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

TY - GEN

T1 - The Benefits of Single-Touch Screens in Intersubjective Meaning Making

AU - Davidsen, Jacob

AU - Christiansen, Ellen Tove

PY - 2013/6/15

Y1 - 2013/6/15

N2 - What are the benefits of single-touch screens? The paper presents findings of onevideo extract from ten months of observation of single-touch screen interaction among 8-9 year-old children. Recent studies of collaborative learning mediated by digital touch screens and tabletops emphasize the possibilities for equal levels of verbal and physical participation.Additionally, these studies suggest that multi-touch technologies offer more task-oriented activities compared to single-touch screen interaction, in which discussion about turn-taking is more prevalent from the outset. In contrast, applying the Embodied Interaction Analysis, we find that the constraints of single-touch screens offer support for intersubjective meaning making in their capacity of constraining the interaction. This “grain of sand” shows how children display and construct a shared work space through embodied interaction with a single-touch screen.

AB - What are the benefits of single-touch screens? The paper presents findings of onevideo extract from ten months of observation of single-touch screen interaction among 8-9 year-old children. Recent studies of collaborative learning mediated by digital touch screens and tabletops emphasize the possibilities for equal levels of verbal and physical participation.Additionally, these studies suggest that multi-touch technologies offer more task-oriented activities compared to single-touch screen interaction, in which discussion about turn-taking is more prevalent from the outset. In contrast, applying the Embodied Interaction Analysis, we find that the constraints of single-touch screens offer support for intersubjective meaning making in their capacity of constraining the interaction. This “grain of sand” shows how children display and construct a shared work space through embodied interaction with a single-touch screen.

KW - touch-screens

KW - intersubjective meaning making

KW - learning

KW - CSCL

KW - children

KW - interaction

KW - video

M3 - Article in proceeding

VL - 2

SP - 10

BT - To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale

A2 - Rummel, N

A2 - Kapur, M

A2 - Nathan, M

A2 - Puntambekar, S

PB - International Society of the Learning Sciences (ISLS)

CY - Madison, WI

ER -

Davidsen J, Christiansen ET. The Benefits of Single-Touch Screens in Intersubjective Meaning Making. In Rummel N, Kapur M, Nathan M, Puntambekar S, editors, To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: Conference Proceedings Volume II. Vol. 2. Madison, WI: International Society of the Learning Sciences (ISLS). 2013. p. 10