Participants used a limited, polymorphic repertoire of materials, gestures and symbols whose meanings were context-derived¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Despite wide material variety, every pair constrained itself to one or two material types used almost exclusively. → Nathan Dwyer & Daniel D. Suthers 2006 q2 i? Actions and symbols were polymorphic, carrying multiple potential meanings interpretable only in context, yet partners rarely misinterpreted them. → Nathan Dwyer & Daniel D. Suthers 2006 (2)

Evidence¶

Nathan Dwyer & Daniel D. Suthers 2006¶

Nathan Dwyer & Daniel D. Suthers. (2006). Consistent practices in artifact-mediated collaboration. Computer-Supported Collaborative Learning 1: 481–511. https://doi.org/10.1007/s11412-006-9001-1

q2 · i? · qualitative · r2

Across the unrestricted-supply sessions, "every pair constrained themselves to a very limited subset of the materials," typically one or two types, with new types introduced mainly to distinguish information types.

"Despite the availability of a wide variety of materials, every pair constrained themselves to a very limited subset of the materials ."

Nathan Dwyer & Daniel D. Suthers 2006 (2)¶

Nathan Dwyer & Daniel D. Suthers. (2006). Consistent practices in artifact-mediated collaboration. Computer-Supported Collaborative Learning 1: 481–511. https://doi.org/10.1007/s11412-006-9001-1

q2 · i? · qualitative · r2

The analysis found pointing, underlining and question marks each served several functions depending on context; the authors note participants "seemed to have almost no problem correctly interpreting each others ’ actions."

"The limited repertoire required that actions, gestures, and symbols be polymorphic, meaning that individual actions or symbols carried multiple potential meanings and could only be understood in context."

Discussion¶

Related Claims¶

• Gesture mediated collaborative learning in an AR-headset astronomy task, including exploration, orientation, sharing and synthesizing AR perspectives, and sharing symbolic conception — related
• Dyads collaborating via flexible written paper media exhibit invariant communicative practices across media, participants and topics — a broader claim this one bears on
• Well-defined tasks and accessible materials support shared creative influence in group work — related
• A systematic review argues that concrete materials aid mathematics and science learning when they are explicitly and gradually connected to the abstract symbols they represent — related