Paper-based Concept Map: the Effects of Tabletop on an Expressive Collaborative Learning Task

Augmented tabletops have recently attracted considerable attention in the literature. However, little has been known about the effects that these interfaces have on learning tasks. In this paper, we report on the results of an empirical study that explores the usage of tabletop systems in an expressive collaborative learning task. In particular, we focus on measuring the difference in learning outcomes at individual and group levels between students using two interfaces: traditional computer and augmented tabletop with tangible input. No significant effects of the interface on individual learning gain were found. However, groups using traditional computer learned significantly more from their partners than those using tabletop interface. Further analysis showed an interaction effect of the condition and the group heterogeneity on learning outcomes. We also present our qualitative findings in terms of how group interactions and strategy differ in the two conditions

Collaborating around digital tabletops: children’s physical strategies from the UK, India and Finland

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

What Teachers Need for Orchestrating Robotic Classrooms

Educational Robots are gaining popularity in classrooms but can increase the load on teachers compared to the use of more traditional technologies. Providing support to teachers can make teachers confident in including robots in their teaching routines. In order to support teachers in managing robotic activities in the classroom, it is important to first understand the challenges they face when engaging with these activities. To investigate these challenges, we observed three teachers managing robotic activities across fifteen standard school sessions, followed by retrospective interviews. In these sessions, students performed group activities on assembling and programming different robotic platforms. The results highlight a) how managing the additional technical complexity of the robotic activity is challenging for teachers b) teachers interventions focus on supporting students make connections between their programs and their robot behaviour in the real-world. Building on our results, we discuss how orchestration tools may be designed to help alleviate teachers challenges and support teachers interventions in robotic classrooms

Vécu de la maladie diabétique et de la prise en charge par le Réseau Diabète 35 (enquête qualitative auprès de 18 patients diabétiques de type 2, adhérents au Réseau)

Objectif Connaître le ressenti des patients diabétiques type 2 concernant le vécu de la maladie et de la prise en charge au Réseau Diabète 35. Méthode Etude qualitative par entretiens semi-directifs, menée auprès de dix-huit patients diabétiques de type 2 adhérents au Réseau Diabète 35. Résultats Notre enquête souligne la singularité et la diversité des expériences des patients, concernant la vécu de la maladie et de la prise en charge. Le Réseau apporte aux patients des informations mais également une aide pour mieux vivre avec la maladie. Conclusion Cette étude reconnaît le travail des professionnels du Réseau Diabète 35, et ouvre quelques perspectives d'amélioration. En ce qui concerne le réseau, il serait souhaitable d'améliorer leur coordination et coopération avec les médecins généralistes. Ce travail souligne également l'intérêt d'une démarche holistique en médecine générale, qui prenne en compte le patient dans sa globalité et sa singularité.Objective To ascertain the feelings of type 2 diabetes patients concerning how they live the illness and the support they receive from their healthcare network. Method A qualitative survey using semi-structured interviews conducted with eighteen patients with type 2 diabetes and included in the Diabetes 35 network. Results Our study shows the particularity and the diversity of patients' experiences with regard to how they manage their illness and their medical support. The network provides patients with information while also helping them to live better with diabetes. Conclusions In recognizing the work of professionals from the Diabetes 35 network, this study reveals new opportunities for improving care management. Regarding the network, it would be desirable to improve their coodination and cooperation with GPs. The study also emphasizes the importance in general of a holistic approach, taking patients both in their entirety and their particularity.RENNES1-BU Santé (352382103) / SudocSudocFranceF

Mapping on Surfaces: Supporting Collaborative Work Using Interactive Tabletop

We investigate the usability of our mindmap application using a tabletop integrated with four Android tablets in the context of support for collaborative work. This paper presents two empirical studies that compares the conventional paper-and-pen approach with an interactive touchscreen tabletop system. Our results clearly indicate that the combination of a tabletop and personal devices support and encourage multiple people to work collaboratively. Furthermore, the results confirm earlier results about the usability advantages of the interactive tabletop application. The comparison of the associated emotional attitudes indicates that the interactive tabletop facilitates the active involvement of participants in the group decision making significantly more than the use of the paper-and-pen approach

Let’s jam the reactable: peer learning during musical improvisation with a tabletop tangible interface

There has been little research on how interactions with tabletop and Tangible User Interfaces (TUIs) by groups of users change over time. In this article, we investigate the challenges and opportunities of a tabletop tangible interface based on constructive building blocks. We describe a long-term lab study of groups of expert musicians improvising with the Reactable, a commercial tabletop TUI for music performance. We examine interaction, focusing on interface, tangible, musical, and social phenomena. Our findings reveal a practice-based learning between peers in situated contexts, and new forms of participation, all of which is facilitated by the Reactable's tangible interface, if compared to traditional musical ensembles. We summarise our findings as a set of design considerations and conclude that construction processes on interactive tabletops support learning by doing and peer learning, which can inform constructivist approaches to learning with technology