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Wirelessly interconnected handheld devices allow Collaborative 1:1, or face- to-face Computer Supported Collaborative Learning, which has shown to be a technology that fosters collaboration and constructivist learning. Dissemination of the technology has been slow mainly due to the technology cost. To provide Pocket PCs to a whole classroom is beyo...
Context in source publication
Context 1
... tasks chosen for peer collaboration need to be appropriate to the capabilities of the individual learners, the technological capabilities of the underlying infrastructure, and structured so that children work together cooperatively for successful completion. (Zurita & Nussbaum 2004b) identify a set of key factors to achieve an effective collaborative learning environment, analyzed in Table 1 for phones with the MCQ application and SDG with the Exchange application. From there we can see the strength and weakness of each. ...
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Citations
This study analyzes task performance, perceived satisfaction, and behavior of students completing a similar set of mathematical tasks on paper, tablet in 1:1 (one-per-one), and tablet in 1:m (one-per-many) settings with implemented split screen feature. The primary goal of the study was to explore whether the proposed split screen feature could support the learning activities of students sharing a mobile device. A customized tablet mobile application was designed and developed to support up to four colocated users, generating independent instances of a math activity in a visually independent subinterface. This feature was tested among 80 students attending the first four grades of elementary education and the results showed a statistically significant difference in task performance between the paper and tablet conditions, but no significant differences between the 1:1 and the 1:m conditions. Moreover, no significant differences were found between the tested 1:m settings (1:2, 1:3, and 1:4). The students’ perceived satisfaction was significantly higher while working with tablets compared to the paper condition, but the results showed no significant difference between the 1:1 and the 1:m conditions. Furthermore, the observed higher frequency of verbal interaction between group peers in the 1:3 and 1:4 distributions compared to the 1:2 setting could indicate that working in pairs provides the most similar learning environment to the 1:1 distribution. The overall results suggest that the proposed split screen approach could effectively support the organization of both individual educational activities and collaborative learning on a shared mobile device implementing the split screen feature.
