English  |  正體中文  |  简体中文  |  Items with full text/Total items : 70585/70585 (100%)
Visitors : 23049533      Online Users : 406
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version

    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/28833

    Title: Analysis of Peer Interaction in Learning Activities with Personal Handhelds and Shared Displays
    Authors: Liu,CC;Chung,CW;Chen,NS;Liu,BJ
    Contributors: 網路學習科技研究所
    Date: 2009
    Issue Date: 2010-06-29 19:59:07 (UTC+8)
    Publisher: 中央大學
    Abstract: Collaborative learning is extensively applied in classroom activities, but the screens on handheld devices are designed for individual-user mobile applications and may constrain interaction among group learners. The small screen size may lead to fragmented and tete-a-tete communication patterns and frequently obstruct the externalization of the learning process. This study compares two learning scenarios, one using only handheld devices and the other integrating handheld devices with LCD shared displays, in order to explore whether shared displays in classrooms can augment handheld devices to facilitate articulation and communication among participants. This study involved 15 graduate students enrolled in a Statistics and Data Mining course. Data were collected on the course over a period of eight weeks. Students were required to solve problems collaboratively and content analysis was performed on student dialogue and nonverbal interactions in the two different learning scenarios. In the environment with shared displays, each discussion thread attracted more students and demonstrated more shared visual focus than in the one-to-one setting by a significant margin. Students, when studying in an environment with shared displays, exhibited more lively interaction with each other, including frequent hand-pointing behavior. Furthermore, students proposed more arguments and positions in the Shared-Display environment than in the environment without shared displays. Therefore, shared displays can not only improve articulation processes, but can also promote student engagement by establishing a social workspace for learning with handheld devices.
    Appears in Collections:[網路學習科技研究所 ] 期刊論文

    Files in This Item:

    File Description SizeFormat

    All items in NCUIR are protected by copyright, with all rights reserved.

    社群 sharing

    ::: Copyright National Central University. | 國立中央大學圖書館版權所有 | 收藏本站 | 設為首頁 | 最佳瀏覽畫面: 1024*768 | 建站日期:8-24-2009 :::
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback  - 隱私權政策聲明