Capturing and analyzing verbal and physical collaborative learning interactions at an enriched interactive tabletop
Capturing and analyzing verbal and physical collaborative learning interactions at an enriched interactive tabletop
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DOI：
10.1007/s11412-013-9184-1
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发表时间：
2013-12-01
影响因子：
4.3
通讯作者：
Yacef, Kalina
中科院分区：
文献类型：
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作者：
Martinez-Maldonado, Roberto;Dimitriadis, Yannis;Yacef, Kalina
交互式桌面可用于提供支持面对面协作学习的新方法。这些设备的一些探索和隐藏的潜力是，它们可以通过利用捕获的交互痕迹来增强教师对学生进步的认识。这些数据可以使协作的关键方面变得可见，并可以突出可能的问题。在本文中，我们探索了丰富的桌面自动且不引人注目地从协作交互中捕获数据的潜力。通过分析这些数据，有可能发现学生活动的趋势。这些可以帮助研究人员以及最终的教师了解团体所遵循的策略。我们探讨了是否有可能通过识别学生在交互表面上的言语和身体动作的交织模式来根据协作程度来区分群体。该分析以 60 名学生为样本进行了验证，这些学生在概念图学习活动中以三合会形式进行工作。本文的贡献是一种分析学生围绕丰富的交互式桌面进行交互的方法，该方法通过实证研究进行了验证，表明其可操作性以提取协作活动的频繁模式。
Interactive tabletops can be used to provide new ways to support face-to-face collaborative learning. A little explored and somewhat hidden potential of these devices is that they can be used to enhance teachers' awareness of students' progress by exploiting captured traces of interaction. These data can make key aspects of collaboration visible and can highlight possible problems. In this paper, we explored the potential of an enriched tabletop to automatically and unobtrusively capture data from collaborative interactions. By analyzing that data, there was the potential to discover trends in students' activity. These can help researchers, and eventually teachers, to become aware of the strategies followed by groups. We explored whether it was possible to differentiate groups, in terms of the extent of collaboration, by identifying the interwoven patterns of students' speech and their physical actions on the interactive surface. The analysis was validated on a sample of 60 students, working in triads in a concept mapping learning activity. The contribution of this paper is an approach for analyzing students' interactions around an enriched interactive tabletop that is validated through an empirical study that shows its operationalization to extract frequent patterns of collaborative activity.