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Effects of Multi-touch Collaborative Design-based Learning Supported by Collaboration Scripts with Intergroup Competition among Elementary School Boys and Girls in Classrooms
collaborative design-based learning
Multi-touch technology provides a new approach and a different way of interaction to collaborative design-based learning. In order to support collaboration in multi-touch enhanced collaborative design-based learning in a classroom, this dissertation study first introduced computerized collaboration scripts fostering elementary students’ within-group collaboration and investigated their effects, then used these along with intergroup competition to better deal with the intergroup relationships and evaluated the effects, and further examined whether these were different for boys and girls, as competition may have different effects on the different genders. This study involved three experimental designs. The first investigated the effects of the collaboration scripts on groups’ teamwork performance, team products, and students’ engagement, academic achievement, problem-solving skills. Eighty fifth-grade students from four intact classes at an elementary school in Taipei, Taiwan, were assigned to the groups with and without the scripts. The students were required to accomplish a tessellation-related design project in groups of three or four on a multi-touch platform supporting collaborative tessellation designs. The second design expanded the first to foster the intergroup relationships for the whole class, evaluating the same effects of the scripts with or without intergroup competition. One hundred one fifth-grade students from four intact classes at another elementary school in New Taipei, Taiwan, were assigned to the groups with and without intergroup competition. The third design further explored whether the effects on the students’ engagement, academic achievement, or problem-solving skills depend on their gender. The results showed that students with the collaboration scripts demonstrated significantly better teamwork performance and engagement than those without the scripts. Moreover, students under the intergroup competition condition had significantly better teamwork performance, team products, student engagement, and academic achievement than those under the no-competition condition. Furthermore, although the effects on students were not dependent upon their gender, the intergroup competition was significantly and positively related to engagement and academic achievement among the boys. These findings provide empirical evidence as to the effectiveness of integrating computerized collaboration scripts with intergroup competition to design-based learning in multi-touch technology enhanced classrooms, and a better understanding of how the effects depend on students’ gender.
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