Skip to main content

Advertisement

SpringerLink
Log in

Investigating the role of shared screen in a computer-supported classroom in learning

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Networked computers can potentially support classrooms to be more interactive. It can help students share representations amongst themselves and work together on a shared virtual activity space. In research on the role of shared screens or shared virtual workspace in learning settings, there has been less attention paid to contexts where learners are co-located. This paper looks at the impact of the shared screen in a computational game environment on mathematics learning and practices and the construction of learners' emotions and social status in classroom interactions. We designed two versions of a simple arithmetic game: a solo version in which the student played the game alone and a multi-player version in which the screen was shared, and the players could see the arithmetic moves of the other players. We implemented these two versions of the game in a 4th-grade classroom in a suburban school in a large metropolis in India. Classroom sessions were video recorded, computer logs were collected, and field notes were taken. Focus group sessions were held with the students. We coded a portion of the data to get at patterns of classroom interactions. Then we drew on qualitative video analysis tools to analyze specific episodes to understand the fine timescale dynamics of dominant interaction patterns in each setting. Our analysis shows that the shared screen served as a shared memory device, keeping a record of all the students' posts, and was entangled in the moment-to-moment dynamics of self- and peer- assessments of arithmetic. These findings suggest that thoughtful integration of networked digital tools in computer-supported learning environments can increase student–student interactions and support disciplinary learning.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8

Similar content being viewed by others

Data availability

Terms of consent allow us to provide anonymized excerpts from the data but not the raw data. Anonymized data excerpts will be provided on request.

References

  • Aiken, R. M., Bessagnet, M.-N., & Israel, J. (2005). Interaction and collaboration using an intelligent collaborative learning environment. Education and Information Technologies, 10(1), 67–82.

    Article  Google Scholar 

  • Baturay, M. H., & Toker, S. (2019). The comparison of trust in virtual and face-to-face collaborative learning teams. Turkish Online Journal of Distance Education, 20(3), 153–164.

    Article  Google Scholar 

  • Baumöl, U., & Bockshecker, A. (2017). Evolutionary change of higher education driven by digitalization. 2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET), 1–5.

  • Beilock, S. L., & Carr, T. H. (2005). When high-powered people fail: Working memory and “choking under pressure” in math. Psychological Science, 16(2), 101–105.

    Article  Google Scholar 

  • Bell, P. (2004). Promoting students’ argument construction and collaborative debate in the science classroom. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education (pp. 114–144). Erlbaum.

  • Bhattacharjee, N. (2021). Through the looking glass: Gender socialisation in a primary school. In Gender and education in India a reader (pp. 40–52). Routledge.

  • Bhattacharya, K. (2017). Fundamentals of qualitative research: A practical guide. Taylor & Francis.

  • Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990). Anchored instruction: Why we need it and how technology can help (pp. 115–141). Routledge.

    Google Scholar 

  • Cagiltay, N. E., Ozcelik, E., & Ozcelik, N. S. (2015). The effect of competition on learning in games. Computers & Education, 87, 35–41.

    Article  Google Scholar 

  • Chung, C.-W., Lee, C.-C., & Liu, C.-C. (2013). Investigating face-to-face peer interaction patterns in a collaborative W eb discovery task: The benefits of a shared display. Journal of Computer Assisted Learning, 29(2), 188–206.

    Article  Google Scholar 

  • Clark, D. B., Killingsworth, S. S., Martinez-Garza, M., Eaton, G. V., Biswas, G., Kinnebrew, J. S., Sengupta, P., Krinks, K., Adams, D., & Zhang, H. (2013). Digital games and science learning: Design principles and processes to augment commercial game design conventions. AIED 2013 Workshops Proceedings Volume 2 Scaffolding in Open-Ended Learning Environments (OELEs), 1.

  • Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122.

    Article  Google Scholar 

  • Craig, P., Jiang, Z., & Liang, H. (2019). A Comparison of competitive and collaborative play for co-located computer supported English vocabulary learning. International Journal of Computational Linguistics Research, 10(4), 134. https://doi.org/10.6025/jcl/2019/10/4/134-144

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In ed. P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1,  pp. 416–37). Sage.

  • Erturan, S., & Jansen, B. (2015). An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables. European Journal of Psychology of Education, 30(4), 421–435.

    Article  Google Scholar 

  • Ho, J.C.-S., Hung, Y.-S., & Kwan, L.Y.-Y. (2022). The impact of peer competition and collaboration on gamified learning performance in educational settings: A Meta-analytical study. Education and Information Technologies, 27(3), 3833–3866.

    Article  Google Scholar 

  • Hoang, L. P., Le, H. T., Van Tran, H., Phan, T. C., Vo, D. M., Le, P. A., Nguyen, D. T., & Pong-inwong, C. (2022). Does evaluating peer assessment accuracy and taking it into account in calculating assessor’s final score enhance online peer assessment quality? Education and Information Technologies, 27(3), 4007–4035. https://doi.org/10.1007/s10639-021-10763-1

    Article  Google Scholar 

  • Hutchins, E. (1995). How a cockpit remembers its speeds. Cognitive Science, 19(3), 265–288.

    Article  Google Scholar 

  • Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89(1), 47.

    Article  Google Scholar 

  • Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4(1), 39–103.

    Article  Google Scholar 

  • Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132.

    Article  Google Scholar 

  • Kane, C., Bender, W., Cornish, J., & Donahue, N. (2012). Learning to change the world: The social impact of one laptop per child. Macmillan.

  • Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning. Report 8. Bristol. Nesta Futurelab.

  • Klein, J. D., & Freitag, E. (1991a). Effects of using an instructional game on motivation and performance. The Journal of Educational Research, 84, 303–308.

    Article  Google Scholar 

  • Klein, J. D., & Freitag, E. (1991b). Enhancing motivation using an instructional game. Journal of Instructional Psychology., 18, 111–117.

    Google Scholar 

  • Lam, S.-F., Yim, P.-S., Law, J. S., & Cheung, R. W. (2004). The effects of competition on achievement motivation in Chinese classrooms. British Journal of Educational Psychology, 74(2), 281–296.

    Article  Google Scholar 

  • Lin, L., Mills, L. A., & Ifenthaler, D. (2016). Collaboration, multi-tasking and problem solving performance in shared virtual spaces. Journal of Computing in Higher Education, 28(3), 344–357. https://doi.org/10.1007/s12528-016-9117-x

    Article  Google Scholar 

  • Lomas, J. D., Koedinger, K., Patel, N., Shodhan, S., Poonwala, N., & Forlizzi, J. L. (2017). Is difficulty overrated? The effects of choice, novelty and suspense on intrinsic motivation in educational games. Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, 1028–1039.

  • Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Sage publications.

    Google Scholar 

  • Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60.

    Article  Google Scholar 

  • Mehan, H. (1979). ‘What time is it, Denise?”: Asking known information questions in classroom discourse. Theory into Practice, 18(4), 285–294.

    Article  Google Scholar 

  • Müller, J., Rädle, R., & Reiterer, H. (2017). Remote collaboration with mixed reality displays: How shared virtual landmarks facilitate spatial referencing. Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, 6481–6486.

  • O’Connor, C., & Michaels, S. (2019). Supporting teachers in taking up productive talk moves: The long road to professional learning at scale. International Journal of Educational Research, 97, 166–175.

    Article  Google Scholar 

  • Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1–12.

    Article  Google Scholar 

  • Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books Inc.

  • Pareto, L., Haake, M., Lindström, P., Sjödén, B., & Gulz, A. (2012). A teachable-agent-based game affording collaboration and competition: Evaluating math comprehension and motivation. Educational Technology Research and Development, 60(5), 723–751.

    Article  Google Scholar 

  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105.

    Article  Google Scholar 

  • Plass, J. L., O’Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105(4), 1050.

    Article  Google Scholar 

  • Rada, R. (1994). Collaborative hypermedia in a classroom setting. Journal of Educational Multimedia and Hypermedia, 3(1), 21–36.

    Google Scholar 

  • Ramirez, G., Gunderson, E., Levine, S., & Beilock, S. (2012). Math Anxiety, Working Memory and Math Achievement in Early Elementary School. Journal of Cognition and Development - J COGN DEV, 14,. https://doi.org/10.1080/15248372.2012.664593

  • Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. Computer Supported Collaborative Learning. (pp. 69–197). Springer-Verlag.

  • Sarangapani, P. M. (2003). Constructing school knowledge: An ethnography of learning in an Indian village. Sage Publications Pvt.

    Google Scholar 

  • Sarangapani, P. M., Thirumalai, B., Ramanathan, A., Kumar, R., & Ramchand, M. (2021). No teacher, no class: State of the education report for India, 2021 (pp. 1–167). United Nations Educational, Scientific and Cultural Organization [UNESCO].

  • Scott, S. D., Graham, T. N., Wallace, J. R., Hancock, M., & Nacenta, M. (2015). ‘ Local Remote’ Collaboration: Applying Remote Group AwarenessTechniques to Co-located Settings. Proceedings of the 18th ACM Conference Companion on Computer Supported Cooperative Work & Social Computing, 319–324.

  • Shaikh, R., Nagarjuna, G., & Chandrasekaran, S., (2013). Socialising mathematics: collaborative, constructive and distributed learning of arithmetic using a chat application. In G. Nagarjuna, A. Jamakhandi, & E. M. Sam, (Eds.) Proceedings of epiSTEME - 5 (pp. 321–327). HBCSE, TIFR.

  • Shaikh, R., Raval, H., Agrawal, H., & Nagarjuna, G. (2020). Impact of computer-mediated sharing on classroom activities. In Proceedings of The 14th International Congress on Mathematical Education. Shanghai, China.

  • Sohr, E. R., Gupta, A., & Elby, A. (2018). Taking an escape hatch: Managing tension in group discourse. Science Education, 102(5), 883–916.

    Article  Google Scholar 

  • Stahl, G. (2002). The complexity of a collaborative interaction. In Paper presented at the International Conference of the Learning Sciences (ICLS 2002), October 23-26, 2002, Seattle, WA, USA.

  • Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. MIT Press.

    Book  Google Scholar 

  • Stahl, G. (2009). Studying virtual math teams. Springer.

    Book  MATH  Google Scholar 

  • Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1(3), 315–337.

    Article  Google Scholar 

  • Takeuchi, M. A. (2016). Friendships and group work in linguistically diverse mathematics classrooms: Opportunities to learn for English language learners. Journal of the Learning Sciences, 25(3), 411–437.

    Article  Google Scholar 

  • Urrea, C., & Bender, W. (2012). Making learning visible. Mind, Brain, and Education, 6(4), 227–241.

    Article  Google Scholar 

  • Verenikina, I., Harris, P., & Lysaght, P. (2003). Child’s play: Computer games, theories of play and children’s development. Proceedings of the International Federation for Information Processing Working Group 3.5 Open Conference on Young Children and Learning Technologies-Volume 34, 99–106.

  • Vygotsky, L. (1978). Mind in society. Harvard University Press.

    Google Scholar 

  • Vygotsky, L. S. (1977). The development of higher psychological functions. Soviet Psychology, 15(3), 60–73.

    Article  Google Scholar 

  • Windschitl, M., Thompson, J., & Braaten, M. (2020). Ambitious science teaching. Harvard Education Press.

    Google Scholar 

  • Wise, L. Z., Skues, J., & Williams, B. (2011). Facebook in higher education promotes social but not academic engagement. In Changing Demands, Changing Directions (pp. 1332–1342).  Proceedings ascilite Hobart.

  • Zan, R., Brown, L., Evans, J., & Hannula, M. S. (2006). Affect in mathematics education: An introduction. Educational Studies in Mathematics, 63(2), 113–121.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai, India

    Rafikh Rashid Shaikh, Nagarjuna G & Ayush Gupta

Authors
  1. Rafikh Rashid Shaikh
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nagarjuna G
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ayush Gupta
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rafikh Rashid Shaikh.

Ethics declarations

Conflict of Interest

NonE.

Additional information

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix

Appendix

figure a
figure b
figure c
figure d
figure e
figure f
figure g
figure h
figure i
figure j
figure k
figure l

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Shaikh, R.R., G, N. & Gupta, A. Investigating the role of shared screen in a computer-supported classroom in learning. Educ Inf Technol 28, 10507–10554 (2023). https://doi.org/10.1007/s10639-022-11567-7

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-022-11567-7

Keywords

Search

Navigation