The effect of shared display collaborative mind tools on one-to-one collaborative learning

Most collaborative mind tools are applied in asynchronous learning contexts. In other words, these tools can support students in joint construction of knowledge through the Internet. However, face-to-face collaborative learning may pose new challenges for the design of collaborative mind tools. For example, without a proper arrangement of learning devices, the control of a mind tool may be limited to a single member and this may reduce willingness on the part of other students to share their personal opinions and this may in turn impede the group learning process. This study has adopted a shared display mind tool combining shared display with a one-to-one learning environment to help students engage in collaborative mind activities. The participants were nine graduate students who enrolled in the course "Learning, Collaboration and Creativity" in a middle-sized university in Taiwan. By analyzing activity logs and video, it was found that the shared display mind tool could facilitate information exchange and sharing. This tool can also help students establish shared visual focus and attract the attention of group members. In addition, it elicits ideas from each individual and inspires new search directions, thus enhancing the elaboration of knowledge for new understanding.