Studying Collective Problem-Solving Regulation in an Immersive Open-Ended Museum Exhibit

• In Event: Assessing and Designing Self-Regulation of Learning Interventions

Abstract

Building on self-regulated learning models, we examined the regulation of collaborative problem solving in a museum exhibit. We found that we had to augment our dialogue codes to properly embrace the dynamic nature of the observed learning regulation. These changes reflect aspects of shared regulation that occur when learning takes place (1) in an immersive open-ended learning environment, where (2) learners work together in large groups. We present our coding scheme and preliminary results, arguing that designers and researchers may benefit from recognizing (1) how planning and evaluation acts can be tactically embedded in immersive learning environments, and (2) how separating the target of a social regulation act from the goals for that regulation reveal more nuance in contentious groups.

Authors

• Rinat Levy Cohen, Fordham University

• Aditi Mallavarapu, University of Illinois at Chicago

• Leilah Lyons, University of Illinois at Chicago

• Stephen Miles Uzzo, New York Hall of Science