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This study analyzes task performance, perceived satisfaction, and behavior of students completing a similar set of mathematical tasks on paper, tablet in 1:1 (one-per-one), and tablet in 1:m (one-per-many) settings with implemented split screen feature. The primary goal of the study was to explore whether the proposed split screen feature could support the learning activities of students sharing a mobile device. A customized tablet mobile application was designed and developed to support up to four colocated users, generating independent instances of a math activity in a visually independent subinterface. This feature was tested among 80 students attending the first four grades of elementary education and the results showed a statistically significant difference in task performance between the paper and tablet conditions, but no significant differences between the 1:1 and the 1:m conditions. Moreover, no significant differences were found between the tested 1:m settings (1:2, 1:3, and 1:4). The students&#x2019; perceived satisfaction was significantly higher while working with tablets compared to the paper condition, but the results showed no significant difference between the 1:1 and the 1:m conditions. Furthermore, the observed higher frequency of verbal interaction between group peers in the 1:3 and 1:4 distributions compared to the 1:2 setting could indicate that working in pairs provides the most similar learning environment to the 1:1 distribution. The overall results suggest that the proposed split screen approach could effectively support the organization of both individual educational activities and collaborative learning on a shared mobile device implementing the split screen feature.

Exploring Colocated Synchronous Use of Tablets Based on Split Screen Feature