How do table shape, group size, and gender affect on-task actions in collaborative learning activities?

Abstract—Contribution: This paper presents a study that adds evidence to the field of computer education by focusing on the interaction between shapes of tables, group size and gender, and their effects on on-task collaborative learning actions. By studying the collaborative learning environment in the context of computer education, the aim is to understand how different on-task actions are affected by mentioned factors.Background: Previous research on collaborative learning space in the collaborative computer education context with the focus on the group formation, gender aspect and analysis of on-task actions.Research questions: Do different table shapes have different effects on open-ended computer education on-task actions for different groups sizes (2 and 3 participants) and for different genders?Methodology: In order to study a collaborative problem-solving activity that is based on creating a prototype of a responsive toy, two main conditions were examined: table shape (round or rectangular) and how this interacts with group size (two or three participants) and gender. University students were engaged in design tasks conducted in small groups following the Jigsaw pattern.Findings: Results show that students engage more in interaction with physical artefacts when collaboration is conducted in dyads. In terms of gender, the analysis shows a tendency of female students to engage more when the activity is conducted in dyads. Furthermore, the combination of dyad structure and a round table resulted in more discussion and nonverbal interaction.

摘要—贡献：本研究聚焦桌子形状、小组规模与性别之间的交互作用及其对任务内协作学习行为的影响，为计算机教育领域增添了实证依据。通过探究计算机教育情境下的协作学习环境，旨在阐明上述因素如何作用于不同的任务内行为。背景：先前针对协作计算机教育场景中协作学习空间的研究，多围绕小组构成、性别维度及任务内行为分析展开。研究问题：不同桌子形状是否对不同小组规模（2名与3名参与者）及不同性别的开放式计算机教育任务内行为产生差异化影响？方法论：为研究基于响应式玩具原型（responsive toy prototype）创建的协作问题解决活动，本研究考察了两个核心条件：桌子形状（圆形或矩形）及其与小组规模（2人或3人）和性别的交互效应。大学生以小组形式参与遵循Jigsaw模式（Jigsaw pattern）的设计任务。发现：结果显示，当协作以二人组形式开展时，学生与实物制品的互动更为频繁；在性别维度上，分析表明女性学生在二人组活动中参与度更高的趋势；此外，二人组结构与圆形桌子的组合可促进更多讨论及非言语互动。