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Collaborative educational location-based activities with no teacher supervision: design implications

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dc.contributor.author Velamazán, Mariano
dc.contributor.author Santos Rodríguez, Patrícia
dc.contributor.author Hernández Leo, Davinia
dc.date.accessioned 2021-05-10T08:08:27Z
dc.date.available 2021-05-10T08:08:27Z
dc.date.issued 2020
dc.identifier.citation Velamazán M, Santos P, Hernández-Leo D. Collaborative educational location-based activities with no teacher supervision: design implications. In: Söbke H, Baalsrud Hauge J, Wolf M, Wehking F, editors. Proceedings of DELbA 2020 - Workshop on Designing and Facilitating Educational Location-based Applications co-located with the Fifteenth European Conference on Technology Enhanced Learning (EC-TEL 2020); 2020 Sep 15; Heidelberg, Germany. Aachen: CEUR; 2020.
dc.identifier.uri http://hdl.handle.net/10230/47371
dc.description Comunicació presentada al DELbA 2020: Workshop on Designing and Facilitating Educational Location-based Applications, celebrat el 15 de setembre a Heidelberg, Alemanya.
dc.description.abstract This paper analyses a gamified collaborative formal–informal outdoor activity and uses the findings to inform the design of future mobile collaboration tools. We present a case study framed in two editions (in years 2018 and 2019) of a (math) gymkhana1 for 15- and 16-year-old students, during which small groups worked collaboratively outside school, with no teacher supervision. From the case study, we present the analysis of the observations of three groups that participated in the activity and the post-activity questionnaire answered by 80 students. The analysis of the questionnaire reveals factors that students appreciated as promoting productive work (i.e. working together, a sense of agency because they were completely on their own and a change of perception of the nature of the subject matter). The analysis of the observations points to other elements that promote successful collaborative work, most of them confirming findings from previous research, such as engaged feedback, joint attention and alignment of goals. But other elements require more research, such as the importance of role changes over time and a broader view of the subject matter, as well as those specific to collaborating outdoors, such as finding/locating the task and matching the description of the task with the real object/place. From those elements, we derive design implications that should inform the design of future mobile educational location-based apps (ELbAs) for collaboration.
dc.description.sponsorship This work has been partially funded by the EU Regional Development Fund and the National Research Agency of the Spanish Ministry of Science (TIN2017- 85179-C3-3-R). D. Hernández-Leo acknowledges the support by the ICREA Academia programme.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher CEUR Workshop Proceedings
dc.relation.ispartof Söbke H, Baalsrud Hauge J, Wolf M, Wehking F, editors. Proceedings of DELbA 2020 - Workshop on Designing and Facilitating Educational Location-based Applications co-located with the Fifteenth European Conference on Technology Enhanced Learning (EC-TEL 2020); 2020 Sep 15; Heidelberg, Germany. Aachen: CEUR; 2020
dc.rights Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0)
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.title Collaborative educational location-based activities with no teacher supervision: design implications
dc.type info:eu-repo/semantics/conferenceObject
dc.subject.keyword Collaborative mobile apps
dc.subject.keyword Learning in situ
dc.subject.keyword Collaboration
dc.subject.keyword Mobile learning
dc.subject.keyword Hybrid learning spaces
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion

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