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ReferencesNavigation arrowAuthorsNavigation arrowSon Do-Lenh
May 23

“ Knowledge is commonly socially constructed, through collaborative efforts towards shared objectives or by dialogues and challenges brought about by different persons' perspectives. ”

-- G. Salomon (in "Distributed Cognitions: Psychological and Educational Considerations")

 
 

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Son Do-Lenh

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Publications by Son Do-Lenh (bibliography)

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2009
 
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Do-Lenh, Son, Kaplan, Frédéric, Sharma, Akshit and Dillenbourg, Pierre (2009): Multi-finger interactions with papers on augmented tabletops. In: Villar, Nicolas, Izadi, Shahram, Fraser, Mike and Benford, Steve (eds.) TEI 2009 - Proceedings of the 3rd International Conference on Tangible and Embedded Interaction February 16-18, 2009, Cambridge, UK. pp. 267-274.

 
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Zufferey, Guillaume, Jermann, Patrick, Do-Lenh, Son and Dillenbourg, Pierre (2009): Using augmentations as bridges from concrete to abstract representations. In: Proceedings of the HCI09 Conference on People and Computers XXIII 2009. pp. 130-139.

“We describe a pedagogical approach supporting the acquisition of abstraction skills by apprentices in logistics. Apprentices start with a concrete representation in the form of a small-scale model which aims at engaging them in learning activities. Multiple External Representations are used to progressively introduce more abstract representations displayed on paper-based forms called TinkerSheets. We present the implementation of this approach on the TinkerTable, a tabletop learning environment which is used in two professional schools by four different teachers. We report observations of the use of the environment at different stages of the curriculum with first- and second-year apprentices.”

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Do-Lenh, Son, Kaplan, Frédéric and Dillenbourg, Pierre (2009): Paper-based concept map: the effects of tabletop on an expressive collaborative learning task. In: Proceedings of the HCI09 Conference on People and Computers XXIII 2009. pp. 149-158.

“Augmented tabletops have recently attracted considerable attention in the literature. However, little has been known about the effects that these interfaces have on learning tasks. In this paper, we report on the results of an empirical study that explores the usage of tabletop systems in an expressive collaborative learning task. In particular, we focus on measuring the difference in learning outcomes at individual and group levels between students using two interfaces: traditional computer and augmented tabletop with tangible input. No significant effects of the interface on individual learning gain were found. However, groups using traditional computer learned significantly more from their partners than those using tabletop interface. Further analysis showed an interaction effect of the condition and the group heterogeneity on learning outcomes. We also present our qualitative findings in terms of how group interactions and strategy differ in the two conditions.”

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May 23

“ Knowledge is commonly socially constructed, through collaborative efforts towards shared objectives or by dialogues and challenges brought about by different persons' perspectives. ”

-- G. Salomon (in "Distributed Cognitions: Psychological and Educational Considerations")

 
 

Featured chapter

Read the fascinating history of Wearable Computing, told by its father, Steve Mann

Read Steve's chapter !

 
 

Help us help you!

 
 
 
 
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