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Article of Volume 6, Issue 4, December 2011

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

Authors: Steven E. Higgins, Emma Mercier, Liz Burd, Andrew Hatch

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

Citation: Higgins, S. E., Mercier, E., Burd, E., & Hatch, A. (2011) Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review. ijcscl 6 (4), pp. 515-538

DOI: 10.1007/s11412-011-9131-y

Preprint: higgins_mercier_burd_hatch_6_4.pdf

About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-011-9131-y] including a link to the official electronic version.