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<p>Today’s generation often seeks help from each other in online environments; however, only a few have investigated the role of Internet technologies and the nature of online help-seeking behaviour in collaborative learning environments. This paper presents an educational design research project that examines college students’ online help-seeking behaviour. The context was a large-enrollment science course that implemented a form of blended instruction – the flipped classroom. This paper proposes design guidelines for promoting help-seeking and discusses the application of these principles in the design of a web-based help-seeking tool (EchoLu). The study involved three iterations of implementation to continuously refine the web-based tool, and therefore to better address the help-seeking needs of students in the context. The revisions incorporated between iterations helped improve the embodiment of design principles and led to positive changes in students’ perceptions. The triangulated data revealed students’ interest in information-seeking as an additional form of help-seeking. The results of this study provide insight into the theories that informed the design of EchoLu and the design principles themselves. A new model illustrating processes involved in online help-seeking is discussed, and an emergent principle for online help-seeking is suggested.</p>

With video games being a source of leisure and learning, educators and researchers alike are interested in understanding children's motivation for playing video games as a way to learn. This study explores student motivation and engagement levels in playing two math video games in the game Club Penguin. Method: This is a qualitative case study conducted in a North American elementary school after-school program. It involves two children ages eight and nine playing math games. Data sources in this study include interviews, observations and video recordings of game playing. Findings: Participants in this study are not always motivated to play math video games. They can sustain engagement in game playing for seven to twelve minutes before seeking another game or activity. Participants show some signs of disengagement during math game playing.

RESUMONeste artigo apresentamos questões relativas à localização e à adaptação de recursos educacionais digitais. Começamos com uma discussão sobre objetos de aprendizagem (OA) e recursos educacionais abertos (REA). Apresentamos três estratégias que podem auxiliar designers, professores e usuários a refletir sobre a possibilidade de reúso, localização e adaptação cultural de recursos educacionais digitais. PALAVRAS-CHAVE

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