Uploaded byMargarida Romero
Serious Games, Collaborative Learning,
The document discusses the role of collaborative serious games (c-sg) in enhancing learning through computer-supported collaborative learning (CSCL) and explores different theoretical approaches to collaborative learning, including transmissive, conductivism, and constructivism. It reviews the dynamics of collaborative game environments and emphasizes the importance of group awareness, knowledge symmetry, and interdependence in learning outcomes. The efinance game design is presented as a practical application, highlighting research objectives related to knowledge elicitation and peer assessment in collaborative settings.
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- 1. Basic questions inCollaborative Learning Some answers from the Psychology research, and new questions for the study of Collaborative Learning in Serious Games. Margarida ROMERO, Ph.D. Associate Director of E-learning. ESADE, Universitat Ramon Llull. Margarida.Romero@Esade.edu 02/11/2011 ESADE. 1
- 2. Margarida Romero, Ph.D. Collaborative GBL & Group Awareness INDEX 1. Collaborative Serious Games (C-SG) 2. How do we learn together? 3. Collaborative game dynamics and learning 4. eFinance Game Design (eFG) and Research Objectives
- 3. Margarida Romero, Ph.D. Collaborative GBL & Group Awareness Main question Can we support collaborative learning through the use of Serious Games ?
- 4. Margarida Romero, Ph.D. Theoretical Background: 0. Collaborative GBL & Group Awareness Collaborative SG Collaborative Serious Games Learning Game Based Learning (GBL) through Computer Supported Collaborative Learning (CSCL) Collaborative Learning Serious Games Computer- Game Based Collaborative Supported Games for Learning Learning (GBL) GBL Computer Computer Computer Supported CSCL GBL / Supported GBL. Collaborative SG Supported Learning Serious Games (SG) Collaborative Learning (CSCL)
- 5. Margarida Romero, Ph.D. Collaborative GBL & Group Awareness Factors in (collaborative) learning Contextual factors (collaboration task and environment, collaboration dynamics – game rules-, ...) Inter-group factors (identity, competitiveness...) Inter-psychological factors (group awareness, social competencies, ...) Intra-psychological factors (cognitive and metacognitive potential, development stage, motivation, ...)
- 6. Margarida Romero, Ph.D. Collaborative GBL & Group Awareness How do we learn together? 3 theoretical approaches : transmissive, conductivism, constructivism, knowledge convergence
- 7. Margarida Romero, Ph.D. How do we learn 1. Collaborative GBL & Group Awareness together ? Transmisive Approach: Assumes that learning is mainly dependent on the teacher. Learning is through repetition; the learner is a passive container (tabula rasa), waiting to be filled with knowledge.
- 8. Margarida Romero, Ph.D. How do we learn 1. Collaborative GBL & Group Awareness together ? Conductivism: Professors should reinforce students’ correct behaviour and knowledge.
- 9. Margarida Romero, Ph.D. How do we learn 1. Collaborative GBL & Group Awareness together ? Constructivism: A process where individuals construct new knowledge based on prior knowledge and/or experience through the social interaction, discovery, and the personal construction of meaning from experience (Piaget, 1968, Vygotsky, 1978) Previous knowledge Individual learning in social contexts elicitation (Collaborative learning)
- 10. Margarida Romero, Ph.D. How do we learn 1. Collaborative GBL & Group Awareness together ? Constructivism Knowledge convergence An increase in common knowledge following collaboration, sharing mutual understanding through social interaction (Jeong & Chi, 2007). 3 Knowledge Equivalence 1 Knowledge Equivalence + 2 Knowledge Convergence
- 11. Margarida Romero, Ph.D. Collaborative GBL & Group Awareness Collaborative game dynamics and learning Positive Interdependence VS Competition
- 12. Margarida Romero, Ph.D. Collaborative Game 2. Collaborative GBL & Group Awareness Dynamics and Learning Collaborative learning depends also on the (learning) context. What are the game rules ?
- 13. Margarida Romero, Ph.D. Collaborative Game 2. Collaborative GBL & Group Awareness Dynamics and Learning In interindividual competitive situations sharing knowledge with others is counterproductive...
- 14. Margarida Romero, Ph.D. Collaborative Game 2. Collaborative GBL & Group Awareness Dynamics and Learning Cooperative intragroup positive interdependence happens when an individual success depends on the group’s success. However, the gameplay (“performance oriented stimulation”, Bateman & Boon, 2005, p. 27) is reduced in these cooperative situations situations !
- 15. Margarida Romero, Ph.D. Collaborative Game 2. Collaborative GBL & Group Awareness Dynamics and Learning Playing together against other teams generetes intragroup positive interdependence and intergroup competitiveness. Individual learners collaborating TOGETHER, AGAINST the other small groups Intragroup sharing Knowledge is a productive strategy Positive interdependence through common Learners’ (previous) knowledge performance interest (intragroup cooperation elicitation for facilitating the and intergroup competition) awareness of the MKO
- 16. Margarida Romero, Ph.D. Collaborative GBL & Group Awareness eFinance Game (eFG) Design and Research Objectives eFinance Game Design Research Objectives
- 17. Margarida Romero, Ph.D. eFinance Game Design 3. Collaborative GBL & Group Awareness and Research Objectives The eFinance Game is based Are students elicitating their - In the constructivist knowledge previous knowledge ? convergence approach Are students sharing their on- task knowledge ? - In the intragroup positive interdependence and intergroup Are students learning more in competitiveness. groups than individually ?
- 18. Margarida Romero, Ph.D. eFinance Game Design 3. Collaborative GBL & Group Awareness and Research Objectives 1. The students should declare their previous Are students elicitating their knowledge in their profile. previous knowledge ? Are students sharing their on- task knowledge ? Are students learning more in groups than individually ? Research Question: How affects knowledge symmetry in the knowledge convergence process?
- 19. Margarida Romero, Ph.D. eFinance Game Design 3. Collaborative GBL & Group Awareness and Research Objectives In the first individual phase, the students should define their answers... and Are students elicitating their their level of certainty previous knowledge ? Are students sharing their on- task knowledge ? Are students learning more in groups than individually ? Research Question: Is the level of certainty elicitation having a positive impact on the results ?
- 20. Margarida Romero, Ph.D. eFinance Game Design 3. Collaborative GBL & Group Awareness and Research Objectives The eFinance Game includes 3 phases : •Individual Are students elicitating their •Peer Assessment previous knowledge ? •Collaborative Are students sharing their on- task knowledge ? Results in the three phases Are students learning more in are being compared. groups than individually ? Research Question: Are students’ learning more in the individual, peer assessment, or collaborative phase ?
- 21. Your contribution iswelcome ! Thank you for your attention Margarida ROMERO, Ph.D. Associate Director of E-learning. ESADE Business School. Margarida.Romero@Esade.edu 21