Using Conjecture Mapping to Evaluate Instructional Prompts for Collaborative Learning in a Game-Based Learning Environment

• In Event: AERA Poster Session Friday 7:45 am
  In Poster Session: Learning Sciences Poster Session

Abstract

Understanding the theoretical and practical assumptions behind a learning environment is essential for evaluating its effectiveness. This study examines [Blinded], a game-based learning (GBL) environment designed to teach Kepler’s Laws through instructional prompts and collaborative activities. Using conceptual mapping (Sandoval, 2014), we identified key conceptual targets and assessed how specific scaffolds supported learning. While overall learning gains were observed, achievement varied by concept, with some gaps due to insufficient instructional support. Collaboration was not uniformly effective; in some cases, students regressed after group discussions, highlighting the need for more structured peer interaction guidance. These findings emphasize the importance of theoretically grounded evaluations to understand how scaffolding functions in complex, technology-enhanced collaborative learning settings.

Authors

• Hyeongjo Kim, University of Illinois at Urbana-Champaign

• Jina Kang, University of Illinois at Urbana-Champaign