The document explores the impact of explicit knowledge awareness on performance in collaborative game-based learning. It discusses advantages, challenges, and methodologies for enhancing collaboration among learners using knowledge group awareness tools. The findings suggest that while there are potential benefits to collaboration, factors such as sample size and homogeneity can affect individual and group performance outcomes.

1. Impact of the explicit Feeling of Knowledge in the learners’ interaction and performance in collaborative Game Based LearningMireia Usart , Margarida Romero & EsteveAlmirallESADE Business SchoolDirection of Educational Innovation and Academic Quality (DIPQA).Contact: mireia.usart@esade.edu

2. TABLE OF CONTENTSIntroductionCollaborative LearningCollaborative Game Based Learning (GBL)Advantages and challenges in Collaborative GBLKnowledge Group Awareness Support in Collaborative GBLDescription of Collaborative KGA toolsMethodologyGeneral Research designHypothesesGame designKGA tool designPanels designGame playParticipantsResultsDiscussion2

3. 1. Introduction: theoretical background3

4. 1. Introduction: collaborative learningLearningCollaborative LearningGame Based LearningCollaborative GBLComputer Supported LearningComputer Supported GBLComputer SupportedCollaborative GBLComputer Supported CollaborativeLearning4

5. 1. Introduction: collaborative learningLearningCollaborative LearningCollaborative GBL:Learning environment that involves individual and group interpretations of given information. Peers can play together in order to construct new patterns and generate new problems (Jacques, 1995). Game Based LearningCollaborative GBLCollaborative Learning: A method to facilitate a knowledge basis and facilitate argument construction. According to Kim and Baylor (2006), collaboration within peers brings out activity and can stimulate motivation. Computer Supported LearningComputer Supported GBLComputer SupportedCollaborative GBLComputer Supported CollaborativeLearning5

6. 1. Introduction: collaborative GBLAdvantages of Collaborative Game Based Learning (GBL) A high level of engagement (Herz, 2001).

7. Continuing motivation when designers incorporate feedback and collaboration(Malouf, 1988).Transform knowledge into social capital (Herz, 2001).

8. Players participate in the knowledge construction in a social context.

9. Games can enhance (Gee, 2003; Kirriemuir & McFarlane, 2004):

10. Problem solving skills, decision making, knowledge transfer and meta-analytic skills.

11. Collaborative Games can help in:

12. Putting learning into a context (Leemkuil, de Jong, de Hoog & Christoph, 2003).

13. Giving students a friendly environment with specific content and skills (Burgos, Tattersall & Koper, 2007).1. Introduction: collaborative GBL Challenges for Collaborative GBL Roberts and McInnerney (2007) defends that some students have antipathy towards group work and the consequent lack of interest in this kind of educational activities.

14. Lack of effectiveness and poor learning results if no instructional measures or support are added in order to guide the learning process (Leemkuil et al., 2003; Kirschner, Sweller & Clark, 2006).

15. Need of regulation for both individual and collectiveactions in this kind of environments (Azevedo, 2008). It is quite possible that arguing does not lead to more understanding of the issue: people stick to their own viewpoints, or peers do not present very strong arguments (Munneke et al., 2007).

16. 1. Introduction: KGA support in Collaborative GBLGroup Awareness (GA)“The understanding of the activities of others which provides a context for your own activity in a Collaborative learning or working situation” (Dourish and Belloti, 1992; p. 1). Knowledge Group Awareness (KGA)Being informed about partners’ knowledge and sharing this state (Dehler et al., 2010); a representation of other’s knowledge built in a collaborative environment in order to create a shared understanding of a task (Nickerson, 1999).Types of GA (Gutwin, C. & Greenberg, S. , 1995)Activity Awareness

17. Social Awareness

18. Action Awareness

19. Knowledge Awareness

20. …ST2: 3/10ST1: 10/10ST. 2ST. 1

21. 1. Introduction: KGA support in Collaborative GBLGroup Awareness (GA)“The understanding of the activities of others which provides a context for your own activity in a Collaborative learning or working situation” (Dourish and Belloti, 1992; p. 1). Knowledge Group Awareness (KGA)Gutwin and Greenberg (1995) found that GA is required to coordinate activity, manage shared resources, and understand the overall state of an activity.” Being informed about partners’ knowledge and sharing this state (Dehler et al., 2010); a representation of other’s knowledge built in a collaborative environment in order to create a shared understanding of a task (Nickerson, 1999).Types of GA (Gutwin, C. & Greenberg, S. , 1995)Activity Awareness

22. Social Awareness

23. Action Awareness

24. Knowledge Awareness

25. …ST2: 3/10ST1: 10/10ST. 2ST. 1

26. 1. Introduction: KGA support in Collaborative GBLDoes my teammate have previous knowledge on the task? Which were his individual answers to the collaborative task ? Is he sure of his performance in the game?Group Awareness Widgets (GAw)are tools or functionalities providing the learners with social information promoting group awareness (Kreijns & Kirschner, 2002; Jermann et al., 2001)For promoting KGA, these widgets require players’ Knowledge Elicitation (KE). We consider 3 types of KE (pre, per and post gaming): 1. Previousknowledge level 2. Knowledgeas performance in the game 3. Level of certainity or (confidence CL)

27. 1. Introduction: KGA support in Collaborative GBLDoes my teammate have previous knowledge on the task? Which were his individual answers to the collaborative task ? How can players share this information in a collaborative game environment? Is he sure of his performance in the game?Group Awareness Widgets (GAw)are tools or functionalities providing the learners with social information promoting group awareness (Kreijns & Kirschner, 2002; Jermann et al., 2001)For promoting KGA, these widgets require players’ Knowledge Elicitation (KE). We consider 3 types of KE (pre, per and post gaming): 1. Previousknowledge level 2. Knowledgeas performance in the game 3. Level of certainity or confidence (CL)

28. 1. Introduction: Description of Collaborative KGA toolsMetacognitionMetacognitive processesJudgment of learning (JOL): the retrieval after the process of learning (Efklides, 2005). It can present a positive (JOL+) or negative tendency (JOL-). LearningFeeling Of Knowledge (FOK) is a metacognitive feeling of how people determine what they know about a question before actually answering it operates whenever memory is required (Reder & Ritter, 1992).Accuracy of retrievalCertainty Level (CL) : a metacognitive process that expresses how sure a person is about the correctness of his or her own performance, belief or knowledge state (Leclercq, D. & Poumay, M., 2008).

29. 1. Introduction: Description of Collaborative KGA toolsI think I have learnt little this last hour because I was asleepMetacognitionMetacognitive processesI know the name of my peer but I can’t recall it!Judgment of learning (JOL): the retrieval after the process of learning (Efklides, 2005). It can present a positive (JOL+) or negative tendency (JOL-). LearningI’m absolutely sure Lisbon is the Capital of Portugal.Feeling Of Knowledge (FOK) is a metacognitive feeling of how people determine what they know about a question before actually answering it operates whenever memory is required (Reder & Ritter, 1992).Accuracy of retrievalCertainty Level (CL) : a metacognitive process that expresses how sure a person is about the correctness of his or her own performance, belief or knowledge state (Leclercq, D. & Poumay, M., 2008).

30. 2. Methodology14

31. 2. Methodology: General Research DesignIndividual performance in Games