Zambian students play game "Unblock Me" on touch-screen tablets

Duration: 41 secs

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Zambian students play game "Unblock Me" on touch-screen tablets's image

Description:	The objective of Un-Block Me (http://www.quickflashgames.com/games/unblock/) is to move a red brick out of a rectangular space by moving other bricks out of the way (some can move horizontally, some move vertically). It requires players to develop strategies for moving bricks in turn so that sufficient space is created for the red brick to be moved, arguably developing spatial awareness. This resource was used here by small groups on Advent Vega multi-touch tablets.

Description:

The objective of Un-Block Me (http://www.quickflashgames.com/games/unblock/) is to move a red brick out of a rectangular space by moving other bricks out of the way (some can move horizontally, some move vertically). It requires players to develop strategies for moving bricks in turn so that sufficient space is created for the red brick to be moved, arguably developing spatial awareness. This resource was used here by small groups on Advent Vega multi-touch tablets.


Created:	2011-04-04 21:11
Collection:	Interactive teaching with digital open educational resources in sub-Saharan Africa
Publisher:	University of Cambridge
Copyright:	Sara Hennessy
Language:	eng (English)
Keywords:	tablet; touch screen; collaboration; Zambia; mobile learning;


Abstract:	The primary school students found the activity highly engaging and played the game solidly for 1.5 hours, going well over the expected lesson end time. In a subsequent interview they stated “the game makes you think fast”. They were encouraged by the teacher to teach each other about computer use and he commented that one group worked quickly in this lesson because they had had much more exposure to computers. The teacher reported that some students were initially afraid to touch the screens as they were unfamiliar with a touchscreen. The lesson video illustrates fluid multi-user interaction in two different groups; in the first, mixed sex group, we see turn taking, The activity clearly encouraged teamwork although there was some evidence of working towards a common goal without discussion too. The second group of boys is competing for access to the device. The game can be viewed (and played) from any angle, thus students can collaborate 360 degrees around the device. We observed that the 10” surface was big enough to accommodate up to 5 and as it allows interaction on that surface, rather than on a mouse pad, control is “decentralised”. Once you have used the screen, you need to pull your hand back, to clear the view on the screen, thus after you have made a move, you need to relinquish control (or when you are “idle” you cannot have control, as you can with a mouse/trackpad/stylus). We also observed that students were at times moving blocks alternately. This would not have been possible with a single interaction device, thus a capacitative touch screen was of real benefit here (rather than just a resistive touch screen).

Abstract:

The primary school students found the activity highly engaging and played the game solidly for 1.5 hours, going well over the expected lesson end time. In a subsequent interview they stated “the game makes you think fast”. They were encouraged by the teacher to teach each other about computer use and he commented that one group worked quickly in this lesson because they had had much more exposure to computers. The teacher reported that some students were initially afraid to touch the screens as they were unfamiliar with a touchscreen.

The lesson video illustrates fluid multi-user interaction in two different groups; in the first, mixed sex group, we see turn taking, The activity clearly encouraged teamwork although there was some evidence of working towards a common goal without discussion too. The second group of boys is competing for access to the device.

The game can be viewed (and played) from any angle, thus students can collaborate 360 degrees around the device. We observed that the 10” surface was big enough to accommodate up to 5 and as it allows interaction on that surface, rather than on a mouse pad, control is “decentralised”. Once you have used the screen, you need to pull your hand back, to clear the view on the screen, thus after you have made a move, you need to relinquish control (or when you are “idle” you cannot have control, as you can with a mouse/trackpad/stylus). We also observed that students were at times moving blocks alternately. This would not have been possible with a single interaction device, thus a capacitative touch screen was of real benefit here (rather than just a resistive touch screen).

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