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An analysis of the interactional patterns in one-to-one and one-to-many collaborative concept mapping activities
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Paper presented at the 9th International Conference of the Learning Sciences (ICLS) 2010, Chicago, IL, USA, 29 June - 2 July, 2010
This paper reports on a study to investigate the effects of collaborative concept
mapping in a one-device-per-student (1:1) digital learning environment, as compared with
one-device-to-many-students (1:m), in terms of students' overall learning gains, knowledge
retention, quality of the concept maps, interactional patterns, and learning perceptions. Guided
by the methodology of quasi-experimental research, we adopted Group Scribbles (GS) 1.0 in
our empirical study where students carried out collaborative concept mapping activities in two
different settings: (a) students working in pairs with one Tablet PC assigned to each of them;
(b) multiple students sharing a Tablet PC. In particular, we investigated the students' learning
process, identified and compared various interactional patterns exhibited by the student groups
who were engaged in both settings, and discussed how such group dynamics might have
affected the quality of the student artifacts produced by individual groups.
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