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    Students’ Perceptions of Learning Processes as Co-Authors of Digital Tabletop Activities

    HCI 2017 - Digital make-believe

    Proceedings of the 31st International BCS Human Computer Interaction Conference (HCI 2017)

    University of Sunderland, St Peter’s campus, Sunderland, UK, 3 - 6 July 2017


    Philip Heslop, Anne Preston, Anna Reid & Ahmed Kharrufa



    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.


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