CalMe: A Tangible Environment To Enhance Pupils Group Work Regulation

Abstract

A large number of studies highlight the importance of regulation in collaborative learning. Nevertheless, only some studies describe how to get or support pupils to learn to regulate group work in school. In this context, we aim to understand if a specifically designed tangible environment can promote a regulated collaboration process during a face-to-face activity in school. Therefore, we conducted a two-year design-based research (DBR) study. This article describes the DBR cycles in detail and the steps we have executed to develop, test, implement, and evaluate a set of tangible artifacts called CalMe (for Collective attention led by a Mediated environment). First, we identified three specific dimensions that interfere with collaborative learning in the classroom: team building and collective decision-making, task regulation awareness, and oversolicitation limitation. Second, we proposed design choices leading to the first iteration of a CalMe device that meets these needs. We then assessed usability and acceptability before the pedagogical validation steps. Third, through a pilot study, we evaluated the pedagogical potential of the second iteration of the CalMe device in a real context of use in an elementary school class. We collected and analyzed data from surveys, focus groups, log data, and video recordings through all the steps. Moreover, to allow for duplication of the study, we propose and detail our methodological approach. This study shows an empirical example of a DBR process that allows responding as closely as possible to the needs of both pupils and teachers. This work also provides input to teachers regarding a better understanding of collaborative problem-solving activities. Although there is still room for improvement on specific dimensions related to task regulation, such as better management of ambient noise or work tempo, the results indicate that the CalMe device allows for a regulated collaboration process in schools. It shows an HCI design process that can be an example of how to influence classroom activities through technology to promote positive collaborative learning experiences.