Visualizing the Collaborative Problem Solving Process in an Immersive Cross Platform Game

Abstract

This study explores how players engage in problem solving during a cross-platform collaborative learning game about cellular biology. We tested the game with 8 pairs of students: 2 pairs of middle school students, 2 pairs of high school students, and 4 pairs of students in a biotechnology workforce program. Players took on one of two roles: an Explorer in virtual reality head mounted display and a Navigator using a tablet. Players took on one of two roles: an Explorer in virtual reality head mounted display and a Navigator using a tablet. Videos of 40 minute game play sessions for 8 pairs of players were transcribed and examined for patterns of game play based on stages of collaborative problem solving (CPS) developed by Fiore et al ( 2017). Players' discussion during gameplay was analyzed and visualized through Epistemic Network Analysis. Results suggested that players engaged in two way communication using biology terms throughout the game, and that communication styles were linked to roles. After initial orientation, players moved through multiple cycles of cluefinding and discussion that followed similar patterns even in groups with different knowledge levels. These results suggest that collaborative problem solving can be initiated through roles in a serious game and documented through participants' conversation during a serious game. Future research will focus on whether the game can be used to learn, practice, and improve players' CPS skills.

Authenticity, Interactivity, and Collaboration in Virtual Reality Games: Best Practices and Lessons Learned

“…Patterns of collaborative problem solving were similar across groups of different ages and levels of biology knowledge. Furthermore, Navigator and Explorer dialogue was continuous throughout the game, suggesting that the information exchange between the two players was useful in progressing through the game (Thompson et al, 2021).…”

“…Moreover, we approach game development through a framework of Design-based Research, or DBR (Ameel & Reeves, 2008;Sandoval & Bell, 2004). Ongoing user testing, studies with various types of users, and reviews by subject matter experts have enabled us to collect valuable qualitative and quantitative data that have enhanced our understanding of how to incorporate authenticity, interactivity, and collaboration in VR learning games (Thompson et al, 2018b;Wang et al, 2019;Thompson et al, 2020;Uz Bilgin, Anteneh, & Thompson, 2020;Wang, 2020;Uz Bilgin, Anteneh, & Thompson, 2021;.…”