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Integrating Multi-touch Technology and Design-based Learning in an Elementary Classroom
PROCEEDINGS

, , Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study investigated students’ performance in conducting “multi-touch enhanced collaborative design-based learning (M-T CDBL),” which integrates design-based learning and multi-touch technology. This study was situated with an elementary classroom in which eight students engaged in two design-based learning projects. Students worked in pairs as they went through the design process, including “identify the problem” phase, “gather information” phase, “design and construct artifacts” phase, and “evaluate and review” phase, to create artifacts of tessellation in meeting the design requirements. This study measured students’ phased results in the design process and the final products according to the design requirements. The results indicated that most students could identify the design requirements and propose solution alternatives for the projects; however, several designed artifacts did not meet the requirements. The implications of the findings are discussed.

Citation

Chen, C.H. & Chiu, C.H. (2013). Integrating Multi-touch Technology and Design-based Learning in an Elementary Classroom. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1801-1811). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 29, 2022 from .

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