首页> 外文会议>Transactions on edutainment II >Fostering Students' Participation in Face-to-Face Interactions and Deepening Their Understanding by Integrating Personal and Shared Spaces

【24h】

Fostering Students' Participation in Face-to-Face Interactions and Deepening Their Understanding by Integrating Personal and Shared Spaces

机译：通过整合个人空间和共享空间，促进学生参与面对面的互动并加深他们的理解

获取原文

获取原文并翻译 | 示例

页面导航

摘要
著录项
相似文献
相关主题

摘要

In this research, we introduced CarettaKids into the social context of a classroom environment to evaluate whether integration of personal and shared spaces can help promote students' participation in synchronous/co-located interactions in the classroom and deepen their understanding of subject matter. Analysis of videotaped interactions and pre- and posttests clarified the following three points. (1) Students who used CarettaKids presented the simulation results and rules for object arrangement they worked out individually in their respective personal space, by using CarettaKids' function of projecting object arrangements and simulation results from a personal digital assistant onto a sensing board. (2) Many of the students who used CarettaKids examined individually generated ideas collaboratively in the shared space. The patterns of collaborative examination are: (a) Induce a rale for object arrangement from object arrangements devised in personal spaces; (b) Deduce a new object arrangement from the rules discovered in the personal spaces; and (c) Refine the rules discovered in the personal spaces through group discussion. (3) Students who used CarettaKids not only considered all of the three factors, i.e. residential area, industrial area and forest area, but also understood relations between these factors, thereby deepening their understanding of city planning that takes environmental and financial aspects into consideration. We suggest that the degree to which students deepen their understanding is affected by the presence or absence of collaborative examination of individually generated ideas in the shared space.

机译：在这项研究中，我们将CarettaKids引入了课堂环境的社交环境中，以评估个人空间和共享空间的整合是否可以帮助促进学生参与课堂中的同步/同位互动并加深他们对主题的理解。录像互动以及前测和后测的分析明确了以下三点。（1）使用CarettaKids的学生通过使用CarettaKids将对象排列和模拟结果从个人数字助理投影到传感板上的功能，在各自的个人空间中展示了他们各自制定的对象的模拟结果和规则。（2）许多使用CarettaKids的学生在共享空间中共同研究了各自产生的想法。合作检查的模式是：（a）从在个人空间中设计的对象安排中引出对象配置的规则；（b）根据在个人空间中发现的规则推论出新的物体安排；（c）通过小组讨论完善在个人空间中发现的规则。（3）使用CarettaKids的学生不仅考虑了居民区，工业区和森林区这三个因素，而且还了解了这些因素之间的关系，从而加深了他们对城市规划的理解，同时考虑了环境和财务方面。我们建议，在共享空间中是否存在对个别生成的想法进行协作检查的程度，会影响学生加深理解的程度。

著录项

来源
《Transactions on edutainment II》|2008年|228-245|共18页
会议地点 UK(GB);UK(GB);Hangzhou(CN)
作者
Etsuji Yamaguchi; Shigenori Inagaki; Masanori Sugimoto; Fusako Kusunoki; Akiko Deguchi; Yuichiro Takeuchi; Takao Seki; Sanae Tachibana; Tomokazu Yamamoto;
展开▼
作者单位

Faculty of Education and Culture, University of Miyazaki;

rnGraduate School of Human Science and Environment, Kobe University;

Department of Electrical Engineering Information Systems Graduate School of Engineering, University of Tokyo;

rnDepartment of Information Design, Faculty of Art and Design, Tama Art University;

rnFaculty of Education, Utsunomiya University;

Sony Computer Science Laboratories, Inc.;

Fukui Prefectural School for the Deaf;

rnGraduate School of Human Science and Environment, Kobe University;

Sumiyoshi Elementary School Attached to Faculty of Human Development,Kobe University;

展开▼
会议组织
原文格式 PDF
正文语种 eng
中图分类人工智能理论;
关键词
CSCL; Personal and shared spaces; Face-to-Face collaboration; PDA; RFID;

机译：CSCL;个人和共享空间；面对面的合作； PDA;射频识别;

相似文献

外文文献
中文文献
专利

1. Caretta: Integration of Shared and Personal Spaces for Group Activity Support [J] . Kazuhiro HOSOI, Masanori SUGIMOTO 電子情報通信学会技術研究報告. ヒュ-マン情報処理. Human Information Processing . 2003,第166期

机译：Caretta：共享空间和个人空间的集成，以支持小组活动
2. Caretta: Integration of Shared and Personal Spaces for Group Activity Support [J] . Kazuhiro HOSOI, Masanori SUGIMOTO 電子情報通信学会技術研究報告. ヒュ-マン情報処理. Human Information Processing . 2003,第166期

机译：Caretta：集团活动支持的共享和个人空间的整合
3. Do handheld devices facilitate face-to-face collaboration? Handheld devices with large shared display groupware to facilitate group interactions [J] . C.-C. Liu, L.-C. Kao Journal of Computer Assisted Learning . 2007,第4期

机译：手持设备是否有助于面对面的协作？具有大型共享显示组件的手持设备，可促进组交互
4. Fostering Students' Participation in Face-to-FaceInteractions and Deepening Their Understanding byIntegrating Personal and Shared Spaces [C] . Etsuji Yamaguchi, Shigenori Inagaki, Masanori Sugimoto, International Conference on Cyberworlds . 2009

机译：培养学生对面对面的参与，深化个人和共享空间的深化理解
5. Can video sharing enhance student interaction and foster a community of learners in an online learning environment? [D] . Kessler-Quinones, Laurel K. 2014

机译：视频共享能否在在线学习环境中增强学生的互动能力并建立学习者社区？
6. Do not Lose Your Students in Large Lectures: A Five-Step Paper-Based Model to Foster Students’ Participation [O] . Mona Hassan Aburahma 2015

机译：不要在大型演讲中让学生迷路：基于五步的基于纸张的模型可以促进学生的参与
7. The Nak’azdli Whu’ten is a First Nations community located in northern British Columbia Canada. They have prioritized support for the mental health and wellbeing of their Elders and were keen to strengthen intergenerational linkages in the community to preserve cultural wisdom held by the elders for future generations. We co-created a digital storytelling workshop using technology to facilitate knowledge-sharing between Elders and youths. This pilot 10 session workshop involved all grade 6 and 7 students at a First Nations school and 20 First Nations Elders. Students recorded the Elders who orally shared stories and then added imagery and sounds to capture their understandings and create a digital story. The workshop was led by elders. Our project demonstrates one way to document oral histories while simultaneously building intergenerational relationships. We will discuss how this project successfully fostered intergenerational relationships, helped preserve cultural identity, and reduced social isolation of First Nations Elders. [O] . L Thiamwong 2018

机译：Nak'azdli Whu'ten是位于不列颠哥伦比亚省北部加拿大的第一个国家社区。他们对他们长辈的心理健康和福祉得到了优先考虑的支持，并热衷于加强社区的代际联系，以保护长老持有的未来几代文化智慧。我们共同创建了一种数字讲故事的研讨会，使用技术来促进长老和青少年之间的知识共享。该试点10会议研讨会涉及所有6级和7名学生，在第一家国家和20名第一国家长老。学生记录了口头共享故事的长老，然后添加了图像，听起来捕捉他们的理解并创造一个数字故事。研讨会由长老领导。我们的项目在同时构建代际关系的同时展示了一种记录口语历史的一种方法。我们将讨论该项目如何成功培养代互动关系，有助于保护文化身份，并减少第一国长老的社会孤立。

Fostering Students' Participation in Face-to-Face Interactions and Deepening Their Understanding by Integrating Personal and Shared Spaces

摘要

著录项

相似文献

相关主题

期刊订阅