Computer-supported collaborative drawing in primary school education – Technical realization and empirical findings

Lars Bollen, Aaltje H. Gijlers, Wouter van Joolingen

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

3 Citations (Scopus)

Abstract

Self-constructed external representation, especially when embedded in peer inter-actions, are supposed to be beneficial in learning and teaching and can positively affect the course and type of reasoning for various reasons, e.g. by providing a ground for explanations and self-explanations, by helping to disambiguate learners’ mental models of phenomena, by reducing working memory load, and by increasing and sharing the task focus. This paper reports on the results of research efforts in investigating conditions that are advantageous in collaborative drawing activities in learning scenarios for young students. We describe the design, technical implementation and empirical results of a study with 94 primary school students working on a collaborative drawing task in various conditions that include awareness information, prompting and scripted activities.
Original languageEnglish
Title of host publicationCollaboration and Technology
EditorsH. Herskovic, H.U. Hoppe, M. Jansen, J. Ziegler
Place of PublicationBerlin, Germany
PublisherSpringer
Pages1-16
ISBN (Print)978-3-642-33283-8
DOIs
Publication statusPublished - 16 Sep 2012
EventEARLI SIG 20: Computer-Supported Inquiry Learning Conference 2012 - Bochum, Germany
Duration: 21 Aug 201224 Aug 2012

Publication series

NameLecture notes in computer science
PublisherSpringer Heidelberg
Volume7493
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Conference

ConferenceEARLI SIG 20: Computer-Supported Inquiry Learning Conference 2012
Abbreviated titleEARLI SIG 20
CountryGermany
CityBochum
Period21/08/1224/08/12

Keywords

  • METIS-291904
  • IR-83939

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