Rights statement: © ACM, 2017. This is the author's pre-print version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. A link to the definitive version will be made available once created.
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Collaborating around digital tabletops
T2 - children’s physical strategies from the UK, India and Finland
AU - Jamil, Izdihar
AU - Montero, Calkin S.
AU - Perry, Mark
AU - O'Hara, Kenton
AU - Karnik, Abhijit Anil
AU - Pihlainen, Kaisa
AU - Marshall, Mark T.
AU - Jha, Swati
AU - Gupta, Sanjay
AU - Subramanian, Sriram
N1 - © ACM, 2017. This is the author's pre-print version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. A link to the definitive version is available here: http://doi.acm.org/10.1145/3058551 and accessible through the ACM Authorizer Service via http://www.lancaster.ac.uk/staff/karnik/publications.html?acm=N39067
PY - 2017/5/1
Y1 - 2017/5/1
N2 - We present a study of children collaborating around interactive tabletops in three different countries: the United Kingdom, India and Finland. Our data highlights the key distinctive physical strategies used by children when performing collaborative tasks during this study. Children in the UK tend to prefer static positioning with minimal physical contact and simultaneous object movement. Children in India employed dynamic positioning with frequent physical contact and simultaneous object movement. Children in Finland used a mixture of dynamic and static positioning with minimal physical contact and object movement. Our findings indicate the importance of understanding collaboration strategies and behaviours when designing and deploying interactive tabletops in heterogeneous educational environments. We conclude with a discussion on how designers of tabletops for schools can provide opportunities for children in different countries to define and shape their own collaboration strategies for small group learning that take into account their different classroom practices.
AB - We present a study of children collaborating around interactive tabletops in three different countries: the United Kingdom, India and Finland. Our data highlights the key distinctive physical strategies used by children when performing collaborative tasks during this study. Children in the UK tend to prefer static positioning with minimal physical contact and simultaneous object movement. Children in India employed dynamic positioning with frequent physical contact and simultaneous object movement. Children in Finland used a mixture of dynamic and static positioning with minimal physical contact and object movement. Our findings indicate the importance of understanding collaboration strategies and behaviours when designing and deploying interactive tabletops in heterogeneous educational environments. We conclude with a discussion on how designers of tabletops for schools can provide opportunities for children in different countries to define and shape their own collaboration strategies for small group learning that take into account their different classroom practices.
U2 - 10.1145/3058551
DO - 10.1145/3058551
M3 - Journal article
VL - 24
SP - 23:1-23:30
JO - ACM Transactions on Computer-Human Interaction (TOCHI)
JF - ACM Transactions on Computer-Human Interaction (TOCHI)
SN - 1073-0516
IS - 3
M1 - 23
ER -