Mobile computer-supported collaborative learning: Difference between revisions

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==History==

Wireless-enabled handheld devices have been used as early as 2004 to facilitate collaborative learning.<ref>{{Cite journalbook |lastlast1=Sugimoto |firstfirst1=Masanori |last2=Hosoi |first2=Kazuhiro |last3=Hashizume |first3=Hiromichi |date=2004-04-25 |titlechapter=''Caretta'': aA system for supporting face-to-face collaboration by integrating personal and shared spaces |urldate=https://doi.org/10.1145/985692.9856982004-04-25 |journaltitle=Proceedings of the SIGCHI Conference on Human Factors in Computing Systems |chapter-url=https://doi.org/10.1145/985692.985698 |series=CHI '04 |___location=New York, NY, USA |publisher=Association for Computing Machinery |pages=41–48 |doi=10.1145/985692.985698 |isbn=978-1-58113-702-6|s2cid=253603148 }}</ref> Devices such as PDAs and [[Pocketpc|PocketPC's]] traditionally lack cellular connectivity, but are capable of wireless connectivity. This connectivity enables collaborative learning through software-based, decision-making tools and shared display of learning material.

=== Elementary school learners ===

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* Collaborative play is designed with the Wherigo mobile platform.

* Game software is compatible with [[List of Garmin products|Garmin GPS handsets]] and [[Hp ipaq|HP IPAQ]] devices.

=== Mentira ===

Designed as an iOS application, Mentira is an [[Augmented reality|augmented reality game]] designed to help [[University of New Mexico]] students learn to speak Spanish. In the project ''Taking Language Learning Out of the Classroom and Into the Streets'',<ref>{{usurped|1=[https://web.archive.org/web/20100816130039/http://arisgames.org/featured/mentira/ Taking Language Learning Out of the Classroom and Into the Streets]}}</ref> students are immersed in solving the mystery that is Mentira. Situated in [[Albuquerque|Albuquerque, New Mexico]], players must interact with real people and collect clues to help them solve the mystery, and in the process read and interact with the application in Spanish. Mentira was developed using the ARIS iOS game platform.<ref>{{usurped|1=[httphttps://wwwweb.archive.org/web/20090429184323/http://arisgames.org/ ARIS iOS]}}</ref>

=== Foreign language learners ===

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Developed by [[Eric Mazur]] and his group, PI emphasizes the interaction between students as a key component to the learning process. In a typical scenario, an instructor first provides new content in a short lecture. Students individually provide a response to the instructor's questions, then, afterwards, collaboratively discuss their answers in a small group before submitting group answers to the questions. Students' feedback is provided by a mobile device linked to an ARS. PI prescribes that the student interaction involves student defending their chosen answer so as to arrive eventually at a consensus for the group's response to the question.<ref>Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results. American Journal of Physics, 69(9), 970-77.</ref> One other notable collaborative application of an ARS is the method Assessing-to-Learn (A2L).<ref>[http://a2l.physics.umass.edu/ Assessing-to-Learn]</ref>

A2L takes a slightly different approach from PI with regard to learner collaboration. Instead of having learners debate each other for a group answer, the A2L method has learners working on a problem related to the question presented to the learners during a lecture. Once each group of learners has determined a method of solving the problem, they provide their response via the ARS. Afterwards, the instructor displays all group responses and facilitates a class discussion in which each group elaborates upon and defends their method to the other groups.<ref>{{cite journal | lastlast1=Dufresne | firstfirst1=Robert J. | last2=Gerace | first2=William J. | title=Assessing-To-Learn: Formative Assessment in Physics Instruction | journal=The Physics Teacher | publisher=American Association of Physics Teachers (AAPT) | volume=42 | issue=7 | year=2004 | issn=0031-921X | doi=10.1119/1.1804662 | pages=428–433| bibcode=2004PhTea..42..428D }}</ref>

==References==