TY - GEN
T1 - An Artifact ecology in a nutshell
T2 - 15th IFIP TC 13 International Conference on Human–Computer Interaction, INTERACT 2015
AU - Vasiliou, Christina
AU - Ioannou, Andri
AU - Zaphiris, Panayiotis
PY - 2015
Y1 - 2015
N2 - An artifact ecology is an environment where multiple heterogeneous technologies co-exist and are interlinked as a unified system. To construct effective ecologies of artifacts for collaborative activities we need to acquire deep understanding of the complex interactions and interdependencies between users and tools. Researchers have identified Distributed Cognition (DC) as a powerful tool for understanding these interdependencies. In this study, DC, and particularly the DiCoT framework, were considered ideal for constructing this understanding for four student-groups during collaborative activities in an artifact ecology. Using DiCoT we analysed learners’ behaviour and how the artifact ecology supported collaboration and cooperation. The cognitive system was described from three different perspectives-physical layout, information flow and artifacts-which (i) allowed an in-depth understanding of the interactions among learners and tools during collaborative activities and (ii) provided insights on how the affordances of the artifact ecology supported collaboration and coordination.
AB - An artifact ecology is an environment where multiple heterogeneous technologies co-exist and are interlinked as a unified system. To construct effective ecologies of artifacts for collaborative activities we need to acquire deep understanding of the complex interactions and interdependencies between users and tools. Researchers have identified Distributed Cognition (DC) as a powerful tool for understanding these interdependencies. In this study, DC, and particularly the DiCoT framework, were considered ideal for constructing this understanding for four student-groups during collaborative activities in an artifact ecology. Using DiCoT we analysed learners’ behaviour and how the artifact ecology supported collaboration and cooperation. The cognitive system was described from three different perspectives-physical layout, information flow and artifacts-which (i) allowed an in-depth understanding of the interactions among learners and tools during collaborative activities and (ii) provided insights on how the affordances of the artifact ecology supported collaboration and coordination.
KW - Artifact ecology
KW - Collaboration
KW - Coordination
KW - DiCoT framework
KW - Distributed cognition
KW - HCI education
KW - Technology-rich workspace
UR - https://www.scopus.com/pages/publications/84945971133
U2 - 10.1007/978-3-319-22668-2_5
DO - 10.1007/978-3-319-22668-2_5
M3 - Conference contribution
AN - SCOPUS:84945971133
SN - 9783319226675
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 55
EP - 72
BT - Human-Computer Interaction – INTERACT 2015 - 15th IFIP TC 13 International Conference, Proceedings
PB - Springer
Y2 - 14 September 2015 through 18 September 2015
ER -