scholarly journals Balancing Shareability and Positive Interdependence to Support Collaborative Problem-Solving on Interactive Tabletops

2021 ◽  
Vol 2021 ◽  
pp. 1-17
Author(s):  
Valérie Maquil ◽  
Hoorieh Afkari ◽  
Béatrice Arend ◽  
Svenja Heuser ◽  
Patrick Sunnen

To support collaboration, researchers from different fields have proposed the design principles of shareability (engaging users in shared interactions around the same content) and positive interdependence (distributing roles and information to make users dependent on each other). While, on its own, each principle was shown to successfully support collaboration in different contexts, these principles are also partially conflicting, and their combination creates several design challenges. This paper describes how shareability and positive interdependency were jointly implemented in an interactive tabletop-mediated environment called Orbitia, with the aim of inducing collaboration between three adult participants. We present the design details and rationale behind the proposed application. Furthermore, we describe the results of an empirical evaluation focusing on joint problem-solving efficiency, collaboration styles, participation equity, and perceived collaboration effectiveness.

Author(s):  
Juuso Henrik Nieminen ◽  
Man Ching Esther Chan ◽  
David Clarke

AbstractThe important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.


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