TY - GEN
T1 - Students' perceptions of learning processes as co-authors of digital tabletop activities
AU - Heslop, P.
AU - Preston, Anne
AU - Reid, A.
AU - Kharrufa, A.
PY - 2017/7/6
Y1 - 2017/7/6
N2 - We conducted a small-scale study in order to explore students’ perceptions of the learning processes when engaged as co-authors of content for collaborative higher order thinking skills learning tasks. We specifically designed the process to allow for self-critique – where authors can observe their creations being solved and therefore understand where they may improve their design. We collected data over a three-day period from a sample of twelve thirteen year olds, working in teams, authoring content for Digital Mysteries (a higher order thinking skills collaborative learning application based on the digital tabletop). The study was structured to follow Bloom’s taxonomy, a continuum of cognitive skills that develop during a learning process. We found that 1) rather than follow this continuum, skills developed in a non-linear manner due to the abstract nature of the authoring activity, and 2) the students’ demonstrated good metacognitive insights into the authoring task, technology and collaborative learning as a whole.
AB - We conducted a small-scale study in order to explore students’ perceptions of the learning processes when engaged as co-authors of content for collaborative higher order thinking skills learning tasks. We specifically designed the process to allow for self-critique – where authors can observe their creations being solved and therefore understand where they may improve their design. We collected data over a three-day period from a sample of twelve thirteen year olds, working in teams, authoring content for Digital Mysteries (a higher order thinking skills collaborative learning application based on the digital tabletop). The study was structured to follow Bloom’s taxonomy, a continuum of cognitive skills that develop during a learning process. We found that 1) rather than follow this continuum, skills developed in a non-linear manner due to the abstract nature of the authoring activity, and 2) the students’ demonstrated good metacognitive insights into the authoring task, technology and collaborative learning as a whole.
KW - Collaborative Learning
KW - Content Creation
KW - Authoring
KW - Self-Critique
UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85049010097&partnerID=MN8TOARS
U2 - 10.14236/ewic/HCI2017.13
DO - 10.14236/ewic/HCI2017.13
M3 - Conference contribution
T3 - Electronic Workshops in Computing
BT - Proceedings of the 31st International BCS Human Computer Interaction Conference (HCI 2017) (HCI)
PB - BCS Learning & Development
CY - Sunderland
T2 - 31st International BCS Human Computer Interaction Conference
Y2 - 3 July 2017 through 6 July 2017
ER -