Descripción del experimento

The supportive element of behaviour was originally de�ned as: "Children articulate their ideas freely, without fear of embarrassment over wrong answers. They help each other reach com- mon understanding". In the analysis three aspects were de�ned that were observed as being the most common ways in which participants created a supportive atmosphere within the group. These three aspects are de�ned in Table6.4. For each aspect the count of groups that displayed this behaviour is shown. Encouraging others to engage and minor help were dependent on whether a group member was disengaged or struggling with technology/spelling. Because of this groups were counted so long as they demonstrated this, even in a minor way. For example: encouraging the group to engage through a joint awareness statement or providing minor help to another group member even if the issue was quickly resolved by the original user.

Supportive behaviour was widely observed across all conditions, and overall the groups worked well together with little to suggest that participants were unwilling to make contributions due to fear of embarrassment. The supportive climate of most groups appeared to be attributable mostly to their prior relationships with each other and a desire to be fair.

6.7.2.1 Encouraging others to engage

Encouraging others to engage was de�ned as being when a participant vocally encouraged

others to engage with the task when they had previously not been engaged with it. Encour- aging others to engage could be said to be involving them more in the group decision-making process or, in some cases, could be indicative of turn-taking which would imply a link with the collective behaviour element. However, because it was observed across a range of the collective aspects, it was de�ned as being part of the supportive aspect.

Encouraging others to engage was observed across all conditions. It was also observed that the number of vocalisations of this aspect was quite consistent across conditions. The following quote illustrates this aspect, as participant A addresses the group, and then engages speci�cally with participant C:

“

A. "So, what word could we write?" B. "The port is located in Lyttelton"

A. "Is that good? Do you like that [participant C]?" C. "Yea"

Group 3 (tablets)

”

There were also occasions observed where suggestions were discouraged. These were observed on both the laptop and touch table conditions. These instances were not supportive and were

observed as being related to turn-taking behaviour. They occurred most often when a partic- ipant tried to make an addition to the concept map when it was not their turn which would block the current user’s actions if not stopped. This is shown in the following excerpt with participant A asking to add an image while participant B is using the laptop:

“

A. "Ok, now go back to photos, can I do something [participant B]?" [reaching for laptop]

B. "No. [brushes away hand]"

[30 sec later participant B opens the photo panel, giving participant A an oppor- tunity to make her suggestion]

Group 7 (laptop)

”

6.7.2.2 Praise post–input

Praise post-input was de�ned as giving praise to another participant in the group after they made a vocal suggestion or physical addition to the concept map. Praise, like encouraging oth- ers, was observed on all platforms with no observed di�erences in the number of occurrences across technology. Giving praise was observed to be motivated by personality and social struc- ture within the group. An example of the aspect is given below. Participant B draws attention to his addition and participant A praises it:

“

B. "Christchurch is the ship’s gateway.." A. "Yep. That’s good."

Group 8 (laptop)

”

6.7.2.3 Minor help

This aspect was de�ned as occurring when a member gave another member help or advice

with something not speci�cally related to the task, for example: spelling, grammar or help with how to use the software. Minor help was also observed in all conditions and participants were observed to generally be friendly and happy to o�er help to others in their group. It was, however, more commonly observed in the touch table and tablets conditions due to a higher number of di�culties in interacting in these conditions which gave the students more oppor- tunities to o�er help related to the technology. The following excerpt provides an example of this minor help as participant B helps participant A with spelling of "dolphin".

“

B. [typing]

A. "It’s dol-P-H-in"

B. "P what?" [participant A types to complete the word dolphin]

Group 17 (table)

”

6.7.2.4 Summary

The supportive element represents how a group works together to create an environment which is positive and supports others ideas. In this study it was observed that most groups were e�ective in creating a supportive environment with few situations demonstrating unsup- portive behaviour being observed.

6.7.3 Reciprocal

Elements of behaviour Aspects within the element De�nition Laptop Touch table Tablets Reciprocal

Vocalisation before text input Members vocalise their idea before

adding it to the map. 13 18 15

Listening and responding to others

Members show they are listening to others ideas by responding in any way to suggestions.

16 18 18

Discussion Any disagreement, discussion, or alternative

suggestion ending with an input 5 12 12

In document Reutilización del Baño de Curtido en el Proceso de Pickelado de Pieles Ovinas (página 73-79)