Abstract Using information and communication technology (ICT) in childhood education is becoming more relevant as research shows that it can be used to foster children's academic and non-academic skills. ICT can help build environments where children can communicate and collaborate, but creating effective learning environments is not trivial. It is thus necessary to study which configuration is the most appropriate for encouraging collaboration. In this work, we present how two different ways of interacting with a multitouch tabletop, taking turns without having to agree on the answer and working simultaneously but having to agree on the answer, affect group communication and children's satisfaction. We have carried out four different learning experiments involving 180 children between 6 and 11 years of age who had to solve math problems in groups of three and four at a multitouch tabletop. Our results suggest that turn-based interaction makes students communicate more with each other when solving activities in groups. In addition, children's satisfaction is high when they perform activities at a multitouch tabletop, but learning outcomes seems to not be impacted by the way of interacting with the device. Thus, while multitouch tabletops can be used to create collaborative learning environments, it is the way in which students interact with the device that may impact group communication.

中文翻译：

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使用多点触控桌面时不同交互协议对小学生群体交流、满意度和学习成果的影响

摘要 随着研究表明信息和通信技术 (ICT) 可用于培养儿童的学术和非学术技能，在儿童教育中使用信息和通信技术 (ICT) 变得越来越重要。ICT 可以帮助建立儿童可以交流和协作的环境，但创造有效的学习环境并非易事。因此，有必要研究哪种配置最适合鼓励协作。在这项工作中，我们展示了与多点触控桌面交互的两种不同方式，轮流工作而不必就答案达成一致，同时工作但必须就答案达成一致，如何影响小组交流和儿童的满意度。我们进行了四项不同的学习实验，涉及 180 名 6 至 11 岁的儿童，他们必须在多点触控桌面上以三人和四人为一组解决数学问题。我们的结果表明，回合制交互使学生在解决小组活动时相互交流更多。此外，当孩子们在多点触控桌面上进行活动时，他们的满意度很高，但学习成果似乎不受与设备交互方式的影响。因此，虽然多点触控桌面可用于创建协作学习环境，但学生与设备交互的方式可能会影响小组交流。我们的结果表明，回合制交互使学生在解决小组活动时相互交流更多。此外，当孩子们在多点触控桌面上进行活动时，他们的满意度很高，但学习成果似乎不受与设备交互方式的影响。因此，虽然多点触控桌面可用于创建协作学习环境，但学生与设备交互的方式可能会影响小组交流。我们的结果表明，回合制交互使学生在解决小组活动时相互交流更多。此外，当孩子们在多点触控桌面上进行活动时，他们的满意度很高，但学习成果似乎不受与设备交互方式的影响。因此，虽然多点触控桌面可用于创建协作学习环境，但学生与设备交互的方式可能会影响小组交流。