A conceptual framework based on Activity Theory for mobile CSCL

TLDR

Mobile handhelds connected via wireless networks enable collaborative group activities that promote student social interaction and can transform classroom pedagogical practices. The authors present a conceptual framework and method for designing a mobile computer‑supported collaborative learning system grounded in Activity Theory. They evaluated an instance of this framework for teaching basic mathematics to 24 six‑ and seven‑year‑old children in a month‑long study. Positive effects were observed on student social interaction, motivation, and learning.

Abstract

Abstract There is a need for collaborative group activities that promote student social interaction in the classroom. Handheld computers interconnected by a wireless network allow people who work on a common task to interact face to face while maintaining the mediation afforded by a technology‐based system. Wirelessly interconnected handhelds open up new opportunities for introducing collaboration and thereby changing classroom pedagogical practices. We present a conceptual framework and a method for the design of a mobile computer‐supported collaborative learning system based on Activity Theory. An instance of the framework for teaching basic mathematics skills was evaluated with 24 6‐ and 7‐year‐old children in a month‐long study. Positive effects were observed on student social interaction, motivation and learning.