Abstract
While a number of guidelines exist for the design of learning applications that target a single group working around an interactive tabletop, the same cannot be said for the design of applications intended for use in multi-tabletops deployments in the classroom. Accordingly, a number of these guidelines for single-tabletop settings need to be extended to take account of both the distinctive qualities of the classroom and the particular challenges of having various groups using the same application on multiple tables simultaneously. This paper presents an empirical analysis of the effectiveness of designs for small-group multi-tabletop collaborative learning activities in the wild. We use distributed cognition as a framework to analyze the small number of authentic multi-tabletop deployments and help characterize the technological and educational ecology of these classroom settings. Based on previous research on single-tabletop collaboration, the concept of orchestration, and both first-hand experience and second-hand accounts of the few existing multiple-tabletop deployments to date, we develop a three-dimensional framework of design recommendations for multi-tabletop learning settings.
| Original language | English |
|---|---|
| Title of host publication | ITS 2013 - Proceedings of the 2013 ACM International Conference on Interactive Tabletops and Surfaces |
| Publisher | Association for Computing Machinery (ACM) |
| Pages | 115-124 |
| Number of pages | 10 |
| ISBN (Print) | 9781450322713 |
| DOIs | |
| Publication status | Published - 1 Jan 2013 |
| Event | 2013 8th ACM International Conference on Interactive Tabletops and Surfaces, ITS 2013 - St. Andrews, United Kingdom Duration: 6 Oct 2013 → 9 Oct 2013 |
Conference
| Conference | 2013 8th ACM International Conference on Interactive Tabletops and Surfaces, ITS 2013 |
|---|---|
| Country | United Kingdom |
| City | St. Andrews |
| Period | 6/10/13 → 9/10/13 |
Keywords
- classroom
- guidelines
- multi-tabletop setting
- orchestration
Cite this
}
Extending tabletop application design to the classroom. / Kharrufa, Ahmed; Martinez-Maldonado, Roberto; Kay, Judy; Olivier, Patrick.
ITS 2013 - Proceedings of the 2013 ACM International Conference on Interactive Tabletops and Surfaces. Association for Computing Machinery (ACM), 2013. p. 115-124.Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review
TY - GEN
T1 - Extending tabletop application design to the classroom
AU - Kharrufa, Ahmed
AU - Martinez-Maldonado, Roberto
AU - Kay, Judy
AU - Olivier, Patrick
PY - 2013/1/1
Y1 - 2013/1/1
N2 - While a number of guidelines exist for the design of learning applications that target a single group working around an interactive tabletop, the same cannot be said for the design of applications intended for use in multi-tabletops deployments in the classroom. Accordingly, a number of these guidelines for single-tabletop settings need to be extended to take account of both the distinctive qualities of the classroom and the particular challenges of having various groups using the same application on multiple tables simultaneously. This paper presents an empirical analysis of the effectiveness of designs for small-group multi-tabletop collaborative learning activities in the wild. We use distributed cognition as a framework to analyze the small number of authentic multi-tabletop deployments and help characterize the technological and educational ecology of these classroom settings. Based on previous research on single-tabletop collaboration, the concept of orchestration, and both first-hand experience and second-hand accounts of the few existing multiple-tabletop deployments to date, we develop a three-dimensional framework of design recommendations for multi-tabletop learning settings.
AB - While a number of guidelines exist for the design of learning applications that target a single group working around an interactive tabletop, the same cannot be said for the design of applications intended for use in multi-tabletops deployments in the classroom. Accordingly, a number of these guidelines for single-tabletop settings need to be extended to take account of both the distinctive qualities of the classroom and the particular challenges of having various groups using the same application on multiple tables simultaneously. This paper presents an empirical analysis of the effectiveness of designs for small-group multi-tabletop collaborative learning activities in the wild. We use distributed cognition as a framework to analyze the small number of authentic multi-tabletop deployments and help characterize the technological and educational ecology of these classroom settings. Based on previous research on single-tabletop collaboration, the concept of orchestration, and both first-hand experience and second-hand accounts of the few existing multiple-tabletop deployments to date, we develop a three-dimensional framework of design recommendations for multi-tabletop learning settings.
KW - classroom
KW - guidelines
KW - multi-tabletop setting
KW - orchestration
UR - http://www.scopus.com/inward/record.url?scp=84887286568&partnerID=8YFLogxK
U2 - 10.1145/2512349.2512816
DO - 10.1145/2512349.2512816
M3 - Conference Paper
SN - 9781450322713
SP - 115
EP - 124
BT - ITS 2013 - Proceedings of the 2013 ACM International Conference on Interactive Tabletops and Surfaces
PB - Association for Computing Machinery (ACM)
ER -