The document discusses a study on the application of dialog games as collaborative learning tools among computer engineering students, highlighting their potential to enhance knowledge development and social interactions. Results indicate that a significant majority of students are aware of collaborative learning concepts and prefer dialog games over traditional face-to-face communication, citing easier usability and better impacts on learning. Overall, students express a positive readiness to adopt dialog games in their educational practices.

1. A*STAR
Institute of High Performance Computing
Collaborative Thinking Technologies (CTT) Research
Cluster
Dr. Ilker YENGIN
yengini@ihpc.a-star.edu.sg

2. About
• 21st-century : learning and workplace
• Importance of Collaborative Learning
• What are Dialog Games
• Research Design: Computer Engineering
Students’ Readiness and Motivations
• Findings and Discussions

3. Transferable knowledge and skills in the 21st
century
• Collaborative learning scenarios.
• Dialog games as potential collaborative
learning tools

4. Dialog Games
• Words have a specific action with and
intention or purpose attached.
• A dialog could be constructed like the
format of games

5. Dialog Games in Education
• Improved reasoning, knowledge
development and conceptual understanding
in a range of contexts.
• Conceptual change in learning.

6. DEMO
https://youtu.be/5DaPy4IZ-20

7. Research Design
• Computer Engineering students (n=33)
• A questionnaire including questions
exploring students’ attitudes .
• Intrinsic motivation inventory

8. Questionnaire
• Students’ usage of digital technologies to
create knowledge in a social collaborative
learning environment.
• Checked for validity and avoid redundancy,
misleading and bias loaded questions.

9. Intrinsic Motivation Inventory
• Interest/enjoyment,
• Value/usefulness
• Perceived choice

10. Findings
• Understanding and awareness of the
concept of collaborative learning :
- 97.00 (n=32) percent of the students stated
that have been aware of the concept of
collaborative learning

11. Technology tools for
collaborative learning
1. Face to face and/or talking directly
(n=30).
2. Talking via telephone or mobile phone
(n=21)
3. Using apps on a mobile phone (n=19)
4. Online forums on the Internet” (n=9)
5. Exchanging messages via e-mail (n=8)

12. Prefer Dialog Games over the face to
face communication
• 67 percent of the students (n=22) they
would prefer dialog games and similar
digital technologies in collaborative
learning, if available

13. Dialog Games are easier to use than the
traditional methods of communication
• Strongly agreed : 6 percent (n=2)
• Agreed : 30 percent (n=10).
• Strongly disagreed: 3 percent (n=1)
• Disagree: 33 percent (n=11).
• Neither agree nor disagree: 27 percent (n=9).

14. Dialog Games would have a better impact on
knowledge building in collaborative learning
• Strongly agreed: 6 percent (n=2)
• Agreed: 30 percent (n=10)
• Strongly disagreed: 6 percent (n=2)
• Disagreed: 36 percent (n=12)
• Neither agree nor disagree: 21 percent (n=7)

15. Discussing with others in dialog games to generate
ideas are important and useful while learning
• Strongly agreed: 9 percent (n=3)
• Agreed: 33 percent (n=11).
• Strongly disagreed: 3 percent (n=1)
• Disagree: 27 percent (n=9).
• Neither agree nor disagree: 27 percent (n=9).

16. Digital communication tools support students to change and
transom their ideas and/or way of thinking
• Strongly agreed: 6 percent (n=2)
• Agreed: 39 percent (n=13).
• Disagree12 percent (n=4).
• Neither agree nor disagree: 42 percent (n=14).

17. Dialog Games support students in learning
and knowledge building
• Strongly agreed: 27 percent (n=9)
• Agreed: 49 percent (n=16).
• Strongly disagreed: 3 percent (n=1)
• Disagree: 15 percent (n=5)
• Neither agree nor disagree: 6 percent (n=2).

18. Dialog Game tools help to have better
mechanisms in creating group communication
• Strongly agreed: 30 percent (n=10)
• Agreed: 42 percent (n=14)
• Strongly disagreed: 3 percent (n=1)
• Disagreed: 15 percent (n=5)
• Neither agree nor disagree: 9 percent (n=3)

19. Dialog Game tools create better
social interactions in learning
• Strongly agreed: 21 percent (n=7)
• Agreed: 55 percent (n=18)
• Strongly disagreed: 9 percent (n=3)
• Disagreed: 9 percent (n=3)
• Neither agree nor disagree: 6 percent (n=2)

20. Intrinsic Motivation Inventory
Mean Score Results
• Interest/enjoyment: 5.5
• Value/usefulness: 6
• Perceived choice : 5
(out of 7 in total maximum available).

21. Discussion
• No surprise : Participants preferred face to
face as the first communication methods in
the collaborating learning.
• Phone talks to do collaborative activities
may seem as the most available and closest
alternative technology to the face to face
communication.

22. Discussion
• Further research need for mobile apps
• Contradictory Results: Face to face over
dialog games ?
• Ease of use has some trouble: better
usability for their products.

23. Discussion
• Better Benefits and impact of dialog games
on learning compared to traditional learning
methods wasn’t grasped !

24. Discussion
• Students have positive views and attitudes
of dialog games effects and functions in
their learning.
• Students think that dialog games are helping
their learning.

25. Discussion
• The results of the intrinsic motivation
survey also support the findings on the
questionnaire findings that show general
positive views and attitudes of students
toward dialog games.

26. Conclusion
• Students are positively ready to use dialog games
in collaborative learning.
• The majority of students showed a positive
attitude on that dialog games help them to learn
and build knowledge, changing and transforming
their ideas and/or way of thinking with better
mechanisms in creating group communication and
better social interactions in collaborative learning.

27. Questions
Dr. Ilker YENGIN
yengini@ihpc.a-star.edu.sg