![]() ![]() ![]() ![]() Then, we present our research protocol from a study with 45 university students working on case studies in the context of a course. In this dissertation we propose a state of the art on collaboration, collaboration as a competency and physical-digital workspaces. To this end, we study how three different forms of physical-digital workspaces influence collaboration in student work groups, including multi-user tactile tables, boards and individual tablets used in various combinations with the aim of proposing a model for collaboration and collaborative competency assessment. What are the competencies associated with collaboration and how are they acquired? How do technologies that have both physical and digital affordances influence this process? The capacity of an individual to work collaboratively with others is at the heart of current institutional concerns, marked particularly by discourse about how collaborative practices can be facilitated by adapted technologies. This research aims to investigate collaborative methods of working and learning in an educational context. With these results, we bring AR to the CT agenda and contribute novel design principles for exposing the underlying mechanisms and implications of AR. We found that the collaborative authoring process with ExposAR supported students in understanding AR concepts and challenged their perspectives on AR. These principles were developed through a co-design process with teachers and evaluated with 46 primary school students. ![]() With ExposAR, we explore three core design principles: 1) reify computational concepts, 2) support collaborative cross-device authoring, and 3) incorporate the user's own world. In this paper, we present ExposAR-a collab-orative cross-device AR system enabling children to create, use, and reflect on AR technologies through the co-creation of a simple AR application. But unlike other technologies, Augmented Reality (AR) has received limited attention. There is a growing focus on computational thinking (CT) in terms of supporting children's understanding of everyday technologies. ![]()
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March 2023
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