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Social interactions in classrooms in India and many other countries are limited. Networked computers can potentially support classrooms to be more interactive. It can help students share representations amongst themselves and work together on a shared virtual activity space. In research on the role of shared screens or shared virtual workspace in learning settings, less attention has been paid to contexts where learners are co-located. This thesis project looks at the impact of the shared screen in a computational game environment on mathematics learning and practices and the construction of learners' emotions and social status in classroom interactions. It was done through three separate but connected studies.