Διαδραστικές τεχνολογίες πολλών χρηστών στην Πρωτοβάθμια Εκπαίδευση: μια μελέτη ευχρηστίας

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Published: Jan 1, 2014
Βυζαντινός Ρεπαντής
Εργαστήριο Εφαρμογών Εικονικής Πραγματικότητας στην Εκπαίδευση, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Ιωαννίνων
Ιωάννης Βρέλλης
Εργαστήριο Εφαρμογών Εικονικής Πραγματικότητας στην Εκπαίδευση, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Ιωαννίνων
Αναστάσιος Μικρόπουλος
Εργαστήριο Εφαρμογών Εικονικής Πραγματικότητας στην Εκπαίδευση, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Ιωαννίνων
Abstract

Οι ταυτόχρονες ενέργειες μέσω της αφής και η κινητικότητα των χρηστών που εργάζονται ομαδικά με διαδραστικές τεχνολογίες πολλών χρηστών επεκτείνουν τις δυνατότητες για επικοινωνία, συνεργασία και μάθηση. Στην παρούσα έρευνα συγκρίθηκαν εμπειρικά τρεις συνεργατικές διαδραστικές τεχνολογίες πολλών χρηστών στο πλαίσιο της Πρωτοβάθμιας Εκπαίδευσης: το διαδραστικό τραπέζι πολλών χρηστών, η μεγάλη διαδραστική οθόνη πολλών χρηστών και ο υπολογιστής με πολλά ποντίκια. Η σύγκριση έγινε σε τρεις άξονες: την υποκειμενική αίσθηση ευχρηστίας, το φόρτο εργασίας και την ικανοποίηση από τη συνεργασία. Το δείγμα αποτελούσαν 76 μαθητές ΣΤ’ Δημοτικού. Τα αποτελέσματα υποδεικνύουν ότι το διαδραστικό τραπέζι προσφέρει τη μεγαλύτερη ικανοποίηση στους μαθητές, τόσο από τη χρήση του, όσο και από τη συνεργασία μεταξύ των μελών της ίδιας ομάδας. Επίσης, υπάρχουν ενδείξεις ότι προκαλεί τον μικρότερο φυσικό φόρτο. Για τη μεγάλη διαδραστική οθόνη υπάρχουν ενδείξεις ότι προκαλεί το μικρότερο γνωστικό φόρτο, ενώ ο υπολογιστής με τα πολλά ποντίκια δεν φαίνεται να πλεονεκτεί σε κάποιον από τους άξονες σύγκρισης. Το διαδραστικό τραπέζι φαίνεται να είναι συγκριτικά και με βάση την εμπειρία των μαθητών, η πιο υποσχόμενη τεχνολογία για την υποστήριξη συνεργατικών δραστηριοτήτων στην Πρωτοβάθμια Εκπαίδευση.

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