Investigating face-to-face peer interaction patterns in a collaborative Web discovery task: The benefits of a shared display

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题名:	Investigating face-to-face peer interaction patterns in a collaborative Web discovery task: The benefits of a shared display
作者:	劉晨鐘;Chung, C-W.;Lee, C-C.;Liu, C-C.
贡献者:	資訊電機學院資訊工程學系
关键词:	Biological and medical sciences;CAI;collaborative learning;Computer assisted instruction;Conveying;Educational psychology;Fundamental and applied biological sciences. Psychology;Groupware;interaction pattern;Learning;Media;Messages;mobile computers;Online instruction;Peer to peer computing;Psychology. Psychoanalysis. Psychiatry;Psychology. Psychophysiology;Psychopedagogics. Didactics;Pupil and student. Academic achievement and failure;shared display;Students;Tasks;Teenagers
日期:	2013-04-01
上传时间:	2026-04-23 13:49:37 (UTC+8)
出版者:	Wiley-Blackwell Publishing Ltd;Oxford: Blackwell Publishing Ltd
摘要:	摘要： Mobile computers are now increasingly applied to facilitate face‐to‐face collaborative learning. However, the factors affecting face‐to‐face peer interactions are complex as they involve rich communication media. In particular, non‐verbal interactions are necessary to convey critical communication messages in face‐to‐face communication. Through gathering discourse and non‐verbal interaction records, this study explores the peer interactions supported by two collaborative applications: one with mobile computers and the other with shared‐display groupware (SDG). The results show that the students tended to interact with each other according to a distributed and an unsocial interaction pattern when using the application with mobile computers. In contrast, the students who learned with the SDG demonstrated a shared interaction pattern, whereby they often jointly focused on and referred to the shared work. The analysis of the students' work further found that a higher level of discussion was generally associated with the shared interaction pattern. The results seem to support SDG as being useful in augmenting face‐to‐face peer interaction supported by mobile computers. The implications derived from the findings also support the argument that non‐verbal interaction records are useful for quantitatively and qualitatively analysing face‐to‐face peer interactions. 其他題名： Journal of Computer Assisted Learning 出版者： Oxford: Blackwell Publishing Ltd 出版日期： 2013-04 出處： Journal of computer assisted learning, 2013-04, Vol.29 (2), p.188-206 資源來源： Wiley Online Library Journals 版權： 2012 Blackwell Publishing Ltd 版權： 2015 INIST-CNRS 版權： Copyright © 2013 Blackwell Publishing Ltd 識別號： ISSN: 0266-4909 識別號： EISSN: 1365-2729 識別號： DOI: 10.1111/j.1365-2729.2012.00493.x
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