Maribel Montero Perez’s scientific contributions

This study explores collaborative writing in a multi-shared visual workspace, involving 76 students in higher education. We adopted the Activity-Centred Analysis and Design framework to describe our quasi-experimental design and the context variables. First, we studied the impact of a collaboration script on students' perceived quality of the group processes and the evaluated quality of their writing products. Findings revealed no significant differences in the overall quality of the group process and the overall writing product quality. However, when looking at the individual dimensions, groups using the collaboration script demonstrate significantly higher scores on the lexicon dimension. Second, the interaction with the shared visual workspace was studied. While participants expressed an overall positive perception of the multi-shared visual workspace and its benefits for joint coordination, the use of a collaboration script did not significantly impact students' perception of the shared screen's added value. This study enhances our understanding of the complexities involved in implementing collaborative writing within innovative learning spaces. Findings have implications for educators in creating effective computer-supported collaborative learning environments, considering different design dimensions.