Date post: | 01-Jul-2015 |
Category: |
Education |
Upload: | consuelo-valdes |
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A Collaborative Environment for Engaging Students in Scientific Inquiry
How can interactive surface technologies be used to help college students learn complex
concepts through collaborative inquiry?
Design Strategy
Outline • GreenTouch
• Evaluation Methodology
• Findings
• Implications for design
Learning through scientific inquiry
Design Goals Learning Goals • L1 Developing observation and data collection skills • L2 Interpreting field data through critical examination • L3 Forming hypotheses based on exploratory analysis
Design Goals • G1 Allowing novices to collect, curate, and explore scientific
phenology data. • G2 Reducing the mental workload associated with accessing and
manipulating large amounts of heterogeneous data. • G3 Providing fluid transition between data collection, data
exploration, and hypothesis forming. • G4 Fostering learning through discussion and reflection.
Design Principles
• Reduce complexity
• Support reflection
• Designing for large amounts of data
• Utilize ecology of devices
Green Touch
Invoke conversation through prompts
Heterogeneous data collection
Contextual Information
Movie
3-Tier Evaluation Study Metrics & indicators Methods Iteration
Sp
rin
g ’1
1 (n
=4
3)
Usa
bil
ity
Accuracy Completion rates Errors Satisfaction Time on task
Logging Observations Questionnaires Debrief
Mobile: Navigation Situated reference Comments Summary Surface: Cloud metaphor Lenses
Fa
ll ‘1
1 (n
=35
) U
sefu
lne
ss
Accuracy Number and quality
of hypotheses Participation Satisfaction Time on task
(all of the above) Video analysis Interviews
Mobile: Ruler Sample data Data checks Surface: Drawer Visualization
Sp
rin
g ‘1
2
(n=
54)
Imp
act
(all of the above) Talk categories User actions Information artifacts
(all of the above) Discourse analysis
Surface: Advanced
statistics tools
Evaluating Impact 54 Students in a college Botany course
Data Collection 25 Pairs, 4 Singletons
Exploratory Analysis 24 groups
Mobile Evaluation Question
Mean (SD)
Using the app made my observations better.
4.19 (0.96)
Using the app made me consider the relationship between climate and phenology.
3.66 (0.82)
Using the app let me collect data faster than without the app.
4.52 (0.95)
Using the app made it easier to collect heterogeneous data.
4.37 (1.06)
I enjoyed using this app to collect data.
3.49 (1.05)
I was confident in the accuracy of the data I gathered.
3.39 (1.03)
Turn-Takers
52%
Driver-Navigator
32%
Driver Passenger
16%
Collaboration Satisfaction
User Feedback
It allowed me to observe the plants in ways that I normally wouldn’t
I would like to collect data on Emerald Ash Borers and this app may be very helpful for that.
I liked the definitions and examples of the information
we were collecting
It is easier to deal with than a notebook, especially because it
was always rainy or overcast
I really liked manipulating the data and exploring the ways in which it
was possible to visually compare it. It made the analysis much less time
consuming and probably more accurate
I would love to use it for my independent study. If I could
use it instead of other current methods I always would
It’s super appealing for people like me teaching the same class year after year,
and a lot of the questions we’re asking you can’t start to address them until you got 10 years of data, this will enable me to
build a really cool dataset.
Mobile Findings • Effective co-located
collaboration motivated through opportunities for discussion.
• Consistent and accurate data collection guided through situated reference.
• There is a need for striking balance between structured guidance and free form data collection
Tabletop Evaluation
Turn-Takers
43%
Driver-Navigator
48%
Driver-Passenger
9%
Collaboration
Insight 8%
Syntax 8%
Brief Response
15%
Coordination 29%
Problem Solving
31%
Other 4%
Reflection 5%
Peer Teaching
0%
Nature of Discussion
Problem Solving & Insight Scores
Score Percentage
5 5%
4 36%
3 27%
2 27%
1 0%
Vertical 9/24
Horizontal 15/24
Tabletop Findings • Reality-based metaphors effective for
mediating complexity
• Side-by-side comparison and spatial interaction were essential mechanisms for problem-solving
• Pairs collaborated effectively through turn taking and role switching mediated by large surface and established through continouos coordination
Implications for design • Reducing complexity
– Incremental addition of complexity – Seamless integration of quantitative and qualitative data – Fluid transition between data sets
• Providing space for reflection – Drawers moderately effective – Formal articulation through note taking – not effective – Alternative modalities: pen and voice
• Designing for large amounts of data – Supporting spatial interaction
• Using ecology of devices – Careful use of metaphors
Contributions • Our findings provide empirical evidence for the
feasibility and value of utilizing ecology of devices for helping college students learn complex concepts through collaborative inquiry
• Highlight mechanisms for collaborative learning
– Spatial interaction
– Side by side comparison
– Opportunities for discussion
– Coordination talk
– Role switching
• Implication for design of collaborative inquiry
Thank you! Consuelo Valdes, [email protected]
Orit Shaer, [email protected]
Acknowledgements: Kristina Jones, Marcy Thomas, Janet McDonough, and Alden Griffith HHMI and Wellesley College Science Center.
Questions?