the effect of tangible interfaces on children's collaborative behaviour
The physical nature of the classroom means that children are continually divided into small groups. The present study examined collaboration on a story creation task using technologies believed to encourage and support collaborative behaviour. Four children used tangible technologies over three sessions. The technology consisted of a large visual display in which they could input content (using Personal Digital Assistants (Pda) and a scanner), record sounds (using RF-ID tags) and navigate around the environment using an arrangement of sensors called 'the magic carpet'. The children could then retell their story using bar-coded images and sounds. The three sessions were video recorded and analysed. Results indicate the importance of immediate feedback and visibility of action for effective collaboration to take place.
tangible interfaces children collaboration