CSCL for intellectually disabled pupils: stimulating interaction by using a floor control mechanism

U. Cress, K. Wodzicki, M. Bientzle, A. Lingnau

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)


Computer-supported collaborative learning has an unexploited potential of becoming an effective learning method for pupils with intellectual disabilities. This paper aims at showing how some specific requirements of this target group may be met by structuring a learning situation with the help of floor control, which restricts the opportunities of a learning dyad to act simultaneously within the learning environment. It was expected that floor control could improve communication between pupils with intellectual disabilities by explicitly structuring and restricting activities in the learning environment and making it necessary for the pupils to communicate. To examine if floor control really supports the collaboration process in the hypothesized way, two different versions of a CSCL environment were implemented and compared. The results revealed improved task-related communication and a higher quality of interaction outcomes.
Original languageEnglish
Pages (from-to)307-321
Number of pages15
Journal International Journal of Computer-Supported Collaborative Learning
Issue number2
Publication statusPublished - Jun 2011


  • floor control
  • collaboration scripts
  • intellectual disability
  • cscl
  • intellectually disabled pupils
  • stimulating interaction
  • floor control mechanism
  • computer-supported collaborative learning


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