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

Fingerprint

school education
primary school
learning
student
scenario
Teaching
interaction

Keywords

  • METIS-291904
  • IR-83939

Cite this

Bollen, L., Gijlers, A. H., & van Joolingen, W. (2012). Computer-supported collaborative drawing in primary school education – Technical realization and empirical findings. In H. Herskovic, H. U. Hoppe, M. Jansen, & J. Ziegler (Eds.), Collaboration and Technology (pp. 1-16). (Lecture notes in computer science; Vol. 7493). Berlin, Germany: Springer. https://doi.org/10.1007/978-3-642-33284-5_1
Bollen, Lars ; Gijlers, Aaltje H. ; van Joolingen, Wouter. / Computer-supported collaborative drawing in primary school education – Technical realization and empirical findings. Collaboration and Technology. editor / H. Herskovic ; H.U. Hoppe ; M. Jansen ; J. Ziegler. Berlin, Germany : Springer, 2012. pp. 1-16 (Lecture notes in computer science).
@inproceedings{8fe83c8d073245bcbd20612ffbcab130,
title = "Computer-supported collaborative drawing in primary school education – Technical realization and empirical findings",
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.",
keywords = "METIS-291904, IR-83939",
author = "Lars Bollen and Gijlers, {Aaltje H.} and {van Joolingen}, Wouter",
year = "2012",
month = "9",
day = "16",
doi = "10.1007/978-3-642-33284-5_1",
language = "English",
isbn = "978-3-642-33283-8",
series = "Lecture notes in computer science",
publisher = "Springer",
pages = "1--16",
editor = "H. Herskovic and H.U. Hoppe and M. Jansen and J. Ziegler",
booktitle = "Collaboration and Technology",

}

Bollen, L, Gijlers, AH & van Joolingen, W 2012, Computer-supported collaborative drawing in primary school education – Technical realization and empirical findings. in H Herskovic, HU Hoppe, M Jansen & J Ziegler (eds), Collaboration and Technology. Lecture notes in computer science, vol. 7493, Springer, Berlin, Germany, pp. 1-16, EARLI SIG 20: Computer-Supported Inquiry Learning Conference 2012, Bochum, Germany, 21/08/12. https://doi.org/10.1007/978-3-642-33284-5_1

Computer-supported collaborative drawing in primary school education – Technical realization and empirical findings. / Bollen, Lars; Gijlers, Aaltje H.; van Joolingen, Wouter.

Collaboration and Technology. ed. / H. Herskovic; H.U. Hoppe; M. Jansen; J. Ziegler. Berlin, Germany : Springer, 2012. p. 1-16 (Lecture notes in computer science; Vol. 7493).

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

TY - GEN

T1 - Computer-supported collaborative drawing in primary school education – Technical realization and empirical findings

AU - Bollen, Lars

AU - Gijlers, Aaltje H.

AU - van Joolingen, Wouter

PY - 2012/9/16

Y1 - 2012/9/16

N2 - 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.

AB - 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.

KW - METIS-291904

KW - IR-83939

U2 - 10.1007/978-3-642-33284-5_1

DO - 10.1007/978-3-642-33284-5_1

M3 - Conference contribution

SN - 978-3-642-33283-8

T3 - Lecture notes in computer science

SP - 1

EP - 16

BT - Collaboration and Technology

A2 - Herskovic, H.

A2 - Hoppe, H.U.

A2 - Jansen, M.

A2 - Ziegler, J.

PB - Springer

CY - Berlin, Germany

ER -

Bollen L, Gijlers AH, van Joolingen W. Computer-supported collaborative drawing in primary school education – Technical realization and empirical findings. In Herskovic H, Hoppe HU, Jansen M, Ziegler J, editors, Collaboration and Technology. Berlin, Germany: Springer. 2012. p. 1-16. (Lecture notes in computer science). https://doi.org/10.1007/978-3-642-33284-5_1