Collaborative Patterns in a Scaffolded Game-Based Science Learning Environment (Poster 52)

• In Event: AERA Poster Session Two
  In Poster Session: Collaboration and Peer Interactions

Abstract

Scaffolds are critical for successful collaborative problem solving. In this preliminary study fixed scaffolds were used to support students’ collaborative problem solving and disciplinary learning. Seventy-six 7th graders collaboratively engaged in [GAME]. We collected pre- and post-test scores, game log data, and students’ self-perception of collaboration during the implementation. We investigated whether fixed scaffolds alone effectively support (a) individual learning, (b) collaboration, and (c) perception of CPS. We performed descriptive statistics, a paired-samples t-test, and k-means clustering to determine how students responded to scaffolding during their individual and collaborative activities. We found that, despite the presence of fixed scaffolds, significant variability existed in each of these areas. This analysis implies the need for adaptive scaffolds alongside fixed ones.

Authors

• Daeun Hong, Indiana University
  Presenting Author

• Tianshu Wang, Indiana University
  Non-Presenting Author

• Suraj Uttamchandani, Adelphi University
  Non-Presenting Author

• Chen Feng, Indiana University
  Non-Presenting Author

• Cindy E. Hmelo-Silver, Indiana University
  Non-Presenting Author

• Krista D. Glazewski, North Carolina State University
  Non-Presenting Author

• Kara Cassell, North Carolina State University
  Non-Presenting Author

• Bradford Mott, North Carolina State University
  Non-Presenting Author

• James C. Lester, North Carolina State University
  Non-Presenting Author