Comparing the Impact of Real-Time Versus Asynchronous-Only Interactions in a Virtual Educational Simulation Game (vESG)

• In Event: Addressing Issues of Access and Accessibility With Online Learning Technologies

Abstract

In this study, different types and levels of real-time and asynchronous-only social interactions are investigated in the context of a virtual educational simulation game (vESG) for social studies and are compared based on the level of live, real-time interactions that students are expected to perform. 46 K-12 middle school social studies teachers and 896 students over 3 study conditions were compared based on the level of real-time interaction embedded in the game (e.g., 2 scheduled live conferences, 1 scheduled live conference, and asynchronous-only interactions). Results indicated that the “mid-range” 1 live conference condition exhibited the greatest effect size. This study demonstrates valuable design implications for vESGs and virtual learning environments toward the maximization of cognitive presence among participants.

Authors

• Jeremy Riel, University of Illinois at Chicago

• Kimberly A. Lawless, Pennsylvania State University

• James B. Oren, Chicago Public Schools