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Understanding children's collaborative interactions in shared environments
Author(s) -
Scott S.D.,
Mandryk R.L.,
Inkpen K.M.
Publication year - 2003
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1046/j.0266-4909.2003.00022.x
Subject(s) - workspace , computer science , human–computer interaction , collaborative software , strengths and weaknesses , collaborative virtual environment , computer mediated communication , computer supported collaborative learning , face (sociological concept) , face to face interaction , collaborative learning , multimedia , knowledge management , virtual reality , world wide web , psychology , the internet , communication , social science , artificial intelligence , sociology , robot , social psychology
Traditional computer technology offers limited support for face‐to‐face, synchronous collaboration. Consequently, children who wish to collaborate while using computers must adapt their interactions to the single‐user paradigm of most personal computers. Recent technological advances have enabled the development of co‐located groupware systems offering support for concurrent, multi–user interactions around a shared display. These systems provide a unique collaboration environment in which users share both the physical and the virtual workspace. This paper examines how such technology impacts children's collaboration. Findings from this research show that when concurrent, multi–user interaction is supported on a shared display, children exhibit collaborative behaviour similar to their interactions during paper‐based activities. The findings also suggest strengths and weaknesses of various mechanisms for supporting synchronous interactions that have implications for the design of computer systems to support children's face‐to‐face collaboration.