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Supporting Learners in a Remote Computer-Supported Collaborative
Learning Environment: The Importance of Task and Communication,
February 25, 1998 David Graves
This
paper describes novel research in the area of remote Computer-Supported
Collaborative Learning. A multimedia activity (Builder) was
designed to allow a pair of players to build a house together,
each working from his or her own computer. Features of the
activity include: interactive graphical interface, two- and
three-dimensional views, sound feedback, and real-time written
and spoken communication. Mathematical concepts, including
area, perimeter, volume, and tiling of surfaces, are embedded
in the task. A field study with 134 elementary school children
was undertaken to assess the learning and collaborative potential
of the activity. Specifically, the study addressed how different
modes of communication and different task directives affected
learning, interpersonal attitudes, and the perceived value
and enjoyment of the task. It was found that playing led to
academic gains in the target math areas, and that the nature
of how the task was specified had a significant impact on
the size of the gains. The mode of communication was found
to affect attitudes toward the game and toward the player's
partner. Gender differences were found in attitude toward
the game, perceived collaboration and attitude toward partner.
