02 SES 11 D JS, Different International and Educational Perspectives on Student Collaboration
Symposium Joint Session NW 02 with NW 22
Game-based learning can be seen as effective learning arrangement to engage students in collaborative learning activities. However, little is known about what makes students effective learners in game-based learning, as well as what contributes to effective collaboration between them (Siemon, 2009). As one explaining factor student’s learning motivation can be considered crucial. In a previous study it has been shown that learning motivation in dyadic learning groups adds more to the explanation of effective problem solving than, for example, cognitive abilities (Knigge, Siemon, Nordstrand, & Stolp, 2013). Building on these findings the current study focuses on the connection between (a) a student’s individual learning goal motivation and (b) the learning partner’s learning goal motivation and the effective learning time spent on a specific task in a collaborative learning arrangement. As data we used video observations of 56 students from three classes in the field of business education. All students worked on an assigned computer assisted game-based learning task in dyads for approx. eight hours. Subjects were videotaped fort he whole time with three different cameras; additionally, each student wore a personalized audiotape recorder (Knigge, Duarte, Nordstrand, Siemon, & Stolp, 2013). All video material was analyzed in a time-sampling procedure using 10-sec. intervals by trained raters using a coding scheme of learning time being ‚on topic’ vs. ‚off topic’. Learning goal motivation was surveyed with the SELLMO-scales (Spinath, Stiensmeier-Pelster, Schöne, & Dickhäuser, 2002). Data analysis is currently done using hierarchical regression analyses. First results confirm the hypothesis that both learning partners’ goal motivations add to the explained variance when it comes to time spent on the learning task, which is considered the dependent variable in the model. During the symposium we will elaborate on these findings as well as on methodological challenges of doing video observations in collaborative, game-based learning arrangements.
Knigge, M., Duarte, J., Nordstrand, V., Siemon, J., & Stolp, C. (2013). Videostudien als Mittel fachdidaktischer Erkenntnisgewinnung. Bwp@d, Didaktik beruflicher Bildung(24), 1–17. Knigge, M., Siemon, J., Nordstrand, V., & Stolp, C. (2013). Eine neue Methode zur Untersuchung von Mikroprozessen in Lerndyaden: Eine Videostudie unter Berücksichtigung von kognitiven Grundfähigkeiten und Zielorientierungen. Gruppendynamik und Organisationsberatung, 44(3), 277–299. Siemon, J. (2009). Competence Development Games and Their Capacity to Decrease Skill Shortage. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 3083–3090). Chesapeake, VA: AACE. Spinath, B., Stiensmeier-Pelster, J., Schöne, C., & Dickhäuser, O. (2002). SELLMO. Skalen zur Erfassung der Lern- und Leistungsmotivation. Göttingen: Hogrefe.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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