Coordinating scaffolds for collaborative inquiry in a game‐based learning environment

Saleh, Asmalina; Chen, Yuxin; Hmelo‐Silver, Cindy E.; Glazewski, Krista; Mott, Bradford W.; Lester, James C.

doi:10.1002/tea.21656

Cited by 27 publications

(19 citation statements)

References 34 publications

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“…The use of board games in the education context has proven to have a significant effect on learning, reflecting the achievement of players and the cultivation of intrinsic motivation (Zhang, 2022;Hartt et al, 2020;Leonardou et al, 2020). Instructors are suggested to use GBL to create an effective classroom learning environment (Saleh et al, 2020). Principally, GBL encourages students to engage in playing a game to increase their enjoyment of the learning process.…”

Section: Game-based Learningmentioning

confidence: 99%

Enhancing Flipped Classroom with BeeMSee Board Game

Muhammad¹,

Ghani²,

Roslan³

et al. 2022

IJARBSS

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Business Model Canvas (BMC) is an essential topic in Fundamentals of Entrepreneurship. Most students face difficulties in learning BMC because of their lack of conceptual understanding of nine boxes in BMC: customer segments, value propositions, channels, customer relationships, revenue streams, key resources, key activities, key partnerships, and cost structure. To minimise the difficulties, this innovation has introduced BeeMsee as an educational board game for teaching and learning BMC topics in flipped classroom approach. The main objective of this innovation is to provide students with learning materials that increase their understanding and motivation of BMC through a game-based learning approach. This BeeMSee board game is built based on activity theory to provide both fun and learning by facilitating the learning of BMC. It consists of a board, tokens, money, and two types of cards. This innovative BeeMSee board game enables effective collaboration among students, allowing them to contextualise learning within their learning experience and increase their enjoyment simultaneously. It also cultivates students' creativity, critical thinking, communication, and personal and social competencies. They can also prepare questions for the lecturers before coming to the class. Hence, students had more time for discussion during the synchronous learning with the lecturer. This product has the potential to be patented and commercialised. It is aimed at university students and improving the general public's understanding of business decision-making.

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Section: Game-based Learningmentioning

confidence: 99%

Enhancing Flipped Classroom with BeeMSee Board Game

Muhammad¹,

Ghani²,

Roslan³

et al. 2022

IJARBSS

View full text Add to dashboard Cite

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“…This begins to provide a shared language to talk about aspects of collaboration that would be targets for automated analysis of collaboration, learning analytics, and adaptive support for collaborative learning. These discussions have led to further interdisciplinary collaboration towards just this end among learning sciences, instructional systems technology, and computer science in a team that is developing adaptive support for game-based learning (e.g., Mott et al, 2019 ; Saleh et al, 2020 ).…”

Section: Case Example: Building Interdisciplinary Capacity Workhopmentioning

confidence: 99%

Benefits and Challenges of Interdisciplinarity in CSCL Research: A View From the Literature

Hmelo‐Silver

Jeong

2021

Front. Psychol.

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Computer-supported collaborative learning (CSCL) has a history of being interdisciplinary from its conception. Its beginnings have included computer scientists, psychologists, cognitive scientists, and educational researchers. These collaborations have been fruitful but have also posed challenges (Suthers et al., 2013). This article builds on the authors’ extensive review of the CSCL literature to examine the nature of interdisciplinary collaboration in CSCL research as well as an interdisciplinary CSCL workshop. Using a corpus of more than 700 CSCL articles, we reported an updated analysis for the theories and methods used in CSCL research. In addition, bibliometric analyses examined journals that publish CSCL research and are cited by CSCL research. CSCL research is published in journals that are aligned with interdisciplinary research with large contributions from educational research followed by technology related fields and social sciences. The contributions from domain knowledge journals are relatively weak. These analyses revealed disciplinary influences and uptakes of CSCL research and how they might differ across CSCL research clusters. Lastly, we provide a case example of a CSCL workshop to further demonstrate the interdisciplinary nature of the field. Through these analyses we aim to characterize the benefits and challenges of interdisciplinary collaboration in CSCL research. Interdisciplinarity has helped CSCL research to adopt multiple theories and methods to understand CSCL. While cultivating diversity, we also need to be mindful that research outcomes are exchanged and appropriated actively across participating disciplines so that our understanding of CSCL rises above individual disciplines.

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“…However, the interpretation of analytics from these data sets are not always grounded in theory, and challenges of interpreting student data are further compounded in collaborative inquiry settings, where students work in groups to solve a problem (Bell et al, 2010;Dillenbourg, 1999;Mangaroska & Giannakos, 2018). Fortunately, sociocultural pedagogical approaches such as problem-based learning (PBL) can inform the design of game-based learning environments and support the interpretation of learning analytics from these environments (Saleh et al, 2020). PBL is a student-centered instructional approach that aims to develop students' individual and collaborative problem-solving skills (Savery, 2019).…”

Section: Introductionmentioning

confidence: 99%

A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment

Saleh

Phillips

Hmelo‐Silver

et al. 2022

Brit J Educational Tech

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This exploratory paper highlights how problem‐based learning (PBL) provided the pedagogical framework used to design and interpret learning analytics from Crystal Island: EcoJourneys, a collaborative game‐based learning environment centred on supporting science inquiry. In Crystal Island: EcoJourneys, students work in teams of four, investigate the problem individually and then utilize a brainstorming board, an in‐game PBL whiteboard that structured the collaborative inquiry process. The paper addresses a central question: how can PBL support the interpretation of the observed patterns in individual actions and collaborative interactions in the collaborative game‐based learning environment? Drawing on a mixed method approach, we first analyzed students' pre‐ and post‐test results to determine if there were learning gains. We then used principal component analysis (PCA) to describe the patterns in game interaction data and clustered students based on the PCA. Based on the pre‐ and post‐test results and PCA clusters, we used interaction analysis to understand how collaborative interactions unfolded across selected groups. Results showed that students learned the targeted content after engaging with the game‐based learning environment. Clusters based on the PCA revealed four main ways of engaging in the game‐based learning environment: students engaged in low to moderate self‐directed actions with (1) high and (2) moderate collaborative sense‐making actions, (3) low self‐directed with low collaborative sense‐making actions and (4) high self‐directed actions with low collaborative sense‐making actions. Qualitative interaction analysis revealed that a key difference among four groups in each cluster was the nature of verbal student discourse: students in the low to moderate self‐directed and high collaborative sense‐making cluster actively initiated discussions and integrated information they learned to the problem, whereas students in the other clusters required more support. These findings have implications for designing adaptive support that responds to students' interactions with in‐game activities. What is already known about this topic Learning analytic methods have been effective for understanding student learning interactions for the purposes of assessment, profiling student behaviour and the effectiveness of interventions. However, the interpretation of analytics from these diverse data sets are not always grounded in theory and challenges of interpreting student data are further compounded in collaborative inquiry settings, where students work in groups to solve a problem. What this paper adds Problem‐based learning as a pedagogical framework allowed for the design to focus on individual and collaborative actions in a game‐based learning environment and, in turn, informed the interpretation of game‐based analytics as it relates to student's self‐directed learning in their individual investigations and collaborative inquiry discussions. The combination of principal component analysis and qualitat...

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Coordinating scaffolds for collaborative inquiry in a game‐based learning environment

Cited by 27 publications

References 34 publications

Enhancing Flipped Classroom with BeeMSee Board Game

Enhancing Flipped Classroom with BeeMSee Board Game

Benefits and Challenges of Interdisciplinarity in CSCL Research: A View From the Literature

A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment

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