Author: Willis, Amanda Gale
This study analyzes learners’ use of speech and tools with a tangible tabletop system, with the goal to understand how learners used the system’s tools to support their interactions as a way to inform future design. Six salient combinations of speech and tool use were found: 1. exploring the activity, 2. proposing plans, 3. advocating for a position, 4. hypothesis testing, 5. working cohesively, and 6. controlling decisions.The findings contribute new understandings about how learners negotiate meaning-making by reflecting together on why they should make key decisions and develop next steps, and using information and tangibles to: develop verbal reasoning, regulate behaviours, support team needs, resolve conflict, and encourage buy-in before acting. As recommendations for design, TUIs which aim to facilitate negotiation should support: the pausing of the activity to engage in discussions, have multi-step actions or interdependent tangibles to support planning, provide low-risk/shared spaces to support deeper understanding of concepts/relationships, and should consider the implications of how tools will be used to influence power struggles and accountabilities in the activities.
Copyright is held by the author.
This thesis may be printed or downloaded for non-commercial research and scholarly purposes.
Supervisor or Senior Supervisor
Thesis advisor: wise, Alyssa
Member of collection