Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review

Steven E. Higgins; Emma Mercier; Elizabeth Burd; Andrew Hatch

doi:10.1007/s11412-011-9131-y

Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review

Steven E. Higgins, Emma Mercier, Elizabeth Burd, Andrew Hatch

Research output: Contribution to journal › Review article › peer-review

Abstract

This article reviews the research and evidence about multi-touch tables to provide an analysis of their key design features and capabilities and how these might relate to their use in educational settings to support collaborative learning. A typology of design features is proposed as a synthesis of the hardware and physical characteristics of the tables so that the longevity of these factors and the associated analysis can be better preserved, particularly in relation to the range of ways in which they may be used collaboratively in classrooms. The variability of features relating to software is also analysed and key pedagogic issues identified. The aim that underpins this review is to relate the design of the technical features with key pedagogic issues concerning the use of digital technologies in classrooms, so as to provide a more robust basis for their integration in classrooms in terms of their potential to support or to improve learning.

Original language	English (US)
Pages (from-to)	515-538
Number of pages	24
Journal	International Journal of Computer-Supported Collaborative Learning
Volume	6
Issue number	4
DOIs	https://doi.org/10.1007/s11412-011-9131-y
State	Published - Dec 2011
Externally published	Yes

Keywords

Classroom pedagogy
Cooperative/collaborative learning
Human-computer interaction
Interactive learning environments
Multi-touch tables

ASJC Scopus subject areas

Education
Human-Computer Interaction

Online availability

10.1007/s11412-011-9131-y

Library availability

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title = "Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review",

abstract = "This article reviews the research and evidence about multi-touch tables to provide an analysis of their key design features and capabilities and how these might relate to their use in educational settings to support collaborative learning. A typology of design features is proposed as a synthesis of the hardware and physical characteristics of the tables so that the longevity of these factors and the associated analysis can be better preserved, particularly in relation to the range of ways in which they may be used collaboratively in classrooms. The variability of features relating to software is also analysed and key pedagogic issues identified. The aim that underpins this review is to relate the design of the technical features with key pedagogic issues concerning the use of digital technologies in classrooms, so as to provide a more robust basis for their integration in classrooms in terms of their potential to support or to improve learning.",

keywords = "Classroom pedagogy, Cooperative/collaborative learning, Human-computer interaction, Interactive learning environments, Multi-touch tables",

author = "Higgins, {Steven E.} and Emma Mercier and Elizabeth Burd and Andrew Hatch",

note = "Funding Information: Acknowledgements The research described in this paper is part of the UK{\textquoteright}s Teaching and Learning Research Programme Technology Enhanced Learning strand (TLRP-TEL), funded jointly by the Economic and Social Science Research Council (ESRC) and the Engineering and Physics Research Council (EPSRC) grant number RES-139-25-0400.",

year = "2011",

month = dec,

doi = "10.1007/s11412-011-9131-y",

language = "English (US)",

volume = "6",

pages = "515--538",

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AU - Mercier, Emma

AU - Burd, Elizabeth

AU - Hatch, Andrew

N1 - Funding Information: Acknowledgements The research described in this paper is part of the UK’s Teaching and Learning Research Programme Technology Enhanced Learning strand (TLRP-TEL), funded jointly by the Economic and Social Science Research Council (ESRC) and the Engineering and Physics Research Council (EPSRC) grant number RES-139-25-0400.

PY - 2011/12

Y1 - 2011/12

N2 - This article reviews the research and evidence about multi-touch tables to provide an analysis of their key design features and capabilities and how these might relate to their use in educational settings to support collaborative learning. A typology of design features is proposed as a synthesis of the hardware and physical characteristics of the tables so that the longevity of these factors and the associated analysis can be better preserved, particularly in relation to the range of ways in which they may be used collaboratively in classrooms. The variability of features relating to software is also analysed and key pedagogic issues identified. The aim that underpins this review is to relate the design of the technical features with key pedagogic issues concerning the use of digital technologies in classrooms, so as to provide a more robust basis for their integration in classrooms in terms of their potential to support or to improve learning.

AB - This article reviews the research and evidence about multi-touch tables to provide an analysis of their key design features and capabilities and how these might relate to their use in educational settings to support collaborative learning. A typology of design features is proposed as a synthesis of the hardware and physical characteristics of the tables so that the longevity of these factors and the associated analysis can be better preserved, particularly in relation to the range of ways in which they may be used collaboratively in classrooms. The variability of features relating to software is also analysed and key pedagogic issues identified. The aim that underpins this review is to relate the design of the technical features with key pedagogic issues concerning the use of digital technologies in classrooms, so as to provide a more robust basis for their integration in classrooms in terms of their potential to support or to improve learning.

KW - Classroom pedagogy

KW - Cooperative/collaborative learning

KW - Human-computer interaction

KW - Interactive learning environments

KW - Multi-touch tables

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Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review

Abstract

Keywords

ASJC Scopus subject areas

Online availability

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