Session Information
16 SES 03 B, ICT in Adult Education
Paper Session
Contribution
Future learning calls for new ways to support learners to combine their expertise, solve problems, and create new knowledge (Fischer & Dillenbourg, 2006) based on one another’s ideas and thoughts (Arvaja, 2007). Computer supported collaborative learning (CSCL) is a growing field on learning studies and seeks new methods to resolve the challenges of human learning across diverse levels of interactions in a modern information society (Arvaja, 2007). According to former research findings, collaborative technology at its best enables experts to work in a problem-based fashion, to construct knowledge together, and to create shared discussions in networks (Koschmann, 1996). One way to support technology-mediated collaboration is to design environments that encourage teams to work together (Hämäläinen et al., 2008). This can be done, for example, by integrating collaboration scripts (see Kobbe et al., 2007) as an instructional support into the environment.
An important point in scripting is that the scripts must lead to a pedagogically reasonable practice and the environment itself must support the idea of scripting. One application area in which scripting is a natural approach to be utilized is multiplayer computer games in which players are expected to work together as a team (Hämäläinen et al., 2009). Within learning games the ideas of collaboration scripts may be integrated with different game levels in a way that supports pedagogical goals (Hämäläinen, 2008).
One of the most powerful features of games is that they enable situated understanding (Shaffer, Squire, Halverson & Gee, 2004). In game worlds learners may experience such things that would not be possible in traditional classroom setting. Games allow concrete and operational processing of abstract topic such as human sustainability which is one good example of educational content that is important but difficult to teach (e.g. Koeth, 2009). In addition to this Squire (2005) says that experience is the most important aspect of a game and this experience is very often based on problem solving. Problem solving skills are very important part of work-life and vocational education. That is one reason why games can be a powerful educational tool for vocational education.
The core of the study is in the design-study (e.g., Wang & Hannafin, 2005), which attempts to combine the technological possibilities of game environments, the needs of authentic vocational learning and theoretical knowledge of collaborative learning.
There are three research tasks in this study. The first research task was to develop collaborative 3D game environment for vocational education. The second research task is to develop methodological tools to capture and analyze non-verbal collaboration in a 3D learning space. And finally, the third research task of this study is to evaluate the processes and outcomes of collaboration in a 3D learning space through the empirical study.
The development of the 3D space and the related empirical studies is a joint effort among three parties, the Institute for Educational Research at the University of Jyväskylä, Jyväskylä College, and the LudoCraft Ltd.
Method
Expected Outcomes
References
Arvaja, M. (2007). Contextual perspective in analyzing collaborative knowledge construction of two small groups in web-based discussion. ijCSCL, 2(2/3) Barab, S., Gresalfi, M. & Arici, A. (2009). Why Educators Should Care About Games. Educational Leadership, 67 (1) Chen, S. & Michael, D. (2005) Proof of Learning: Assessment in serious Games. Gamasutra. Retrieved January 7, 2010 http://www.gamasutra.com/features/20051019/chen_01.shtml Fischer, F. & Dillenbourg, P. (2006). Challenges of orchestrating computer-supported collaborative learning. Paper presented at the 87th Annual Meeting of the American Educational Research Association (AERA), CA. Gee, J. P. (2008).Learning and Games. In Salen, K. (Eds.) The Ecology of Games: Connecting Youth, Games, and Learning. (pp.21-40). Cambridge, MA: The MIT Press. Gungormus, G. (2008) Effects of web based educational games on students’ success. Paper presented in ECER 2008. Hämäläinen, R. (2008). Designing and evaluating collaboration in a virtual game environment for vocational learning. Computers and Education, 50 (1) Hämäläinen, R., Oksanen, K. & Häkkinen, P. (2008). Designing and analyzing collaboration in a scripted game for vocational education. Computer in Human Behavior, 24 (6) Kobbe, L et al. (2007). Specifying Computer-Supported Collaboration Scripts. ijCSCL, 2 (2/3) Koeth, C. (2009). How can the theme „sustainable development“ be integrated in VET? An empirical study in the German recycling industry. Paper presented in ECER 2009. Koschmann, T. (1996). CSCL: Theory and practice of an emerging paradigm. Mahwah, NJ: LEA. Shaffer, D., et al. (2005). Video games and the future of learning. Phi Delta Kappan, 87 (2) Starcic, A. (2008). Developing virtual simulation game for authentic learning: realizing partnership between university and industry. WSEAS TRANSACTIONS on COMMUNICATIONS 7, (7). Squire, K. (2005). Game-based learning: Present and future state of the field. Madison, WI: University of Wiscvonsin-Madison Press. Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53 (4)
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