The Community of Inquiry (COI) has become increasingly popular as a practical framework that promotes critical thinking and improves learning skills in online environments. In order to encourage the COI, this study proposes to investigate learning VALUEs based on teaching presence (TP), social presence (SP), and cognitive presence (CP), applying a VALUE creation framework as an assessment tool. A quantitative research approach was used to analyse 16 research works. Firstly, this investigation reviewed the activities of COIs as the vital link between COI and VALUE creation. Secondly, these activities were evaluated using Wenger et al.'s framework. The related results show that COI activities generate immediate, potential, and applied VALUEs, however, it does not positively promote reframing. The activities of TP positively promote immediate VALUE, especially its categories of promoting discourse and direct instruction. Most activities of SP promote both immediate and potential VALUEs, whose indicator of open communication positively creates immediate VALUE whereas the activities of CP promote multiple VALUEs. These findings address the research gap regarding how COI contributes VALUE by improving learning experiences in virtual environments and what determines the generation of the VALUEs. The benefits of this study will guide practitioners (teachers, online course developers, and instructional designers) who aim to design and match related activities of COI to maximise the VALUE creation.
Background. Reframing could be considered to represent individual and collective twofold values in social learning. When reframing is promoted, it benefits to generate learning processes involving collective inquiry occurring in inter and outer formal education. Digital games, popular as an application for the young generation, are considered a specific community in which social learning occurs by playing games. Serious games (SG) are a type of digital game involving educational purposes. Hence SG is selected as a suitable educational strategy to promote reframing. The previous research investigated features of a gameplay experience associated with reframing. This study develops further based on these game features to examine if/how they improved reframing capabilities. From an educational perspective, specific guidelines were proposed as the research findings to assist serious games in designing and applying game features to enhance the gameplay experience of reframing. Methods. An expert evaluation was used to assess the guidelines. The seven experts with experience in game design and teaching were chosen to review the designed guidelines. These experts were required to rate the guidelines using a 5-point Likert scale. All experts offered positive feedback on the finding. Results. Research data were analysed and validated via the Content Validity Index. The results showed that a total of 5 guidelines was remained and updated. Conclusion. These guidelines can be applied to assist students, game designers, related educators, and researchers who use games to promote reframing or require evidence to link game features with social learning.
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