3D Tangibles Facilitate Joint Visual Attention in Dyads

We report results from a dual eye-tracking study around a Tangible User Interface (TUI). Participants (N=54) worked in groups of two and solved optimization problems on the TinkerTable, a TUI designed for students in logistics. The TinkerTable features tangible shelves that students can manipulate to build and optimize the layout of a warehouse while the system provides feedback with a projector above the table. Using mobile eye-trackers, we examined participants’ visual coordination when solving those problems. We describe two contributions to the CSCL community: first, we propose a methodology for synchronizing two eye-tracking goggles and computing measures of joint visual attention (JVA) in a co-located setting. Second, we report preliminary findings suggesting that participants were more likely to have moments of joint attention when looking at 3D, realistic objects compared to 2D, abstract ones. JVA was also found to be a significant predictor of students’ learning gains and performance during the optimization tasks. We discuss implications of these findings for supporting interactions around a TUI

Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change

Across four studies, two controlled lab experiments and two field studies, we tested the efficacy of immersive Virtual Reality (VR) as an education medium for teaching the consequences of climate change, particularly ocean acidification. Over 270 participants from four different learning settings experienced an immersive underwater world designed to show the process and effects of rising sea water acidity. In all of our investigations, after experiencing immersive VR people demonstrated knowledge gains or inquisitiveness about climate science and in some cases, displayed more positive attitudes toward the environment after comparing pre- and post-test assessments. The analyses also revealed a potential post-hoc mechanism for the learning effects, as the more that people explored the spatial learning environment, the more they demonstrated a change in knowledge about ocean acidification. This work is unique by showing distinct learning gains or an interest in learning across a variety of participants (high school, college students, adults), measures (learning gain scores, tracking data about movement in the virtual world, qualitative responses from classroom teachers), and content (multiple versions varying in length and content about climate change were tested). Our findings explicate the opportunity to use immersive VR for environmental education and to drive information-seeking about important social issues such as climate change

Online collaboration and cooperation : the recurring importance of evidence, rationale and viability

This paper investigates collaboration in teaching and learning and draws out implications for the promotion of collaboration within online environments. It is divided into four sections. First the case for collaboration, including specifically cooperative approaches, is explored. This case revolves around the impact of collaboration on the quality of learning and on learning outcomes. Collaboration is seen as constrained by context but, if structured and rewarded, it will bring important motivational and cognitive benefits. Next, the case for online collaboration is examined. This is based on longstanding arguments about the benefits of working together albeit in an environment which offers greater reach; a mix of media; and archives of interaction. The third section of the paper compares perspectives on online collaboration with a longer tradition of research into collaboration in general; it critiques the idea that online mediation offers a paradigm change in teaching and learning. The fourth section of the paper considers future directions for promoting online collaboration