Dyadic Interaction In Simulation Based Learning - Results From An Innovative Video-Technique Applied

Author(s):

Michel Knigge(presenting / submitting)Vibeke Nordstrand Claudia Stolp Jens Siemon

Conference:

ECER 2013

Network:

27. Didactics - Learning and Teaching

Format:

Paper

Session Information

27 SES 09 A, Video Analysis of the Qualities of Teaching Situations

Paper Session

Time:

2013-09-12

11:00-12:30

Room:

A-204

Chair:

Matthias Trautmann

Contribution

The investigation of classroom processes is a major topic in contemporary educational research. A common method for such endeavors are video studies which allow for research on within-classroom interactions. Recently Hattie claimed that these micro processes of schooling are more important for students' educational outcomes than structural conditions of the educational system (Hattie, 2008, 2011). Since the TIMSS-1995-Video-Study many studies compared instructional practices on an international scope (e.g. Reußer, Pauli, & Waldes, 2010). Nevertheless, these studies usually focus on teacher-student interactions. Beside theoretical foundations this also has methodological reasons. Previous video studies have recorded audio data with few microphones within the classroom which makes it extremely difficult or impossible to investigate interactions between students due to the quality of the audio data.

In our paper we rely on theoretical assumptions from problem solving and goal orientations and apply a new video technique to investigate interactions in student dyads in a simulation-based learning setting. By recording audio data of each student with an individual microphone we are able to investigate student-to-student interactions. We analyze how the quantity and quality of dyadic interaction relates to goal orientations and cognitive abilities of the partners.

Method

We investigated three classes (N=59 students) in a vocational school for merchandising. The students were grouped in dyads and played the simulation game "logistics:challenge" (Siemon, 2009). A test on general cognitive abilities (KFT, Heller & Perleth, 2002) and a survey on goal orientations served as inependent variables. Interaction processes during the simulation were recorded with three cameras and individual microphones for each student. Drawing on theoretical assumptions, this video data was used to code different qualities of problem solving-iteractions and peer tutoring. Frequencies and lengths of interactions within student dyads were captured. With these codes effects of goal orientations and cognitive abilities on interaction processes are investigated.

Expected Outcomes

We will demonstrate which interaction patterns occur within the dyads in simulation-based learning environments in relation to the cognitive abilities and the goal orientations of the partners. Implications for the arrangements of simulation-based learning environments and for further video studies applying the new technique will be discussed.

References

Hattie, J. (2008). Visible Learning. University of Auckland. Hattie, J. (2011). Visible Learning for Teachers. Routledge. Heller, K. A., & Perleth, C. (2000). Kognitiver Fähigkeitstest für 4.-12. Klassen, Revision (KFT 4-12+ R). Göttingen: Hogrefe. Reusser, Pauli, & Waldis (Eds.) (2010). Unterrichtsgestaltung und Unterrichtsqualität. Ergebnis-se einer internationalen und schweizerischen Videostudie zum Mathematikunterricht. Münster: Waxmann. Siemon, J. (2009). Competence Development Games and Their Capacity to Decrease Skill Shorta-ge. In G. Siemens & C. Fulford (Hrsg.), Proceedings of World Conference on Educational Multime-dia, Hypermedia and Telecommunications 2009 (S. 3083-3090). Chesapeake, VA: AACE.

Author Information

Michel Knigge (presenting / submitting)

University of Hamburg

Hamburg

Vibeke Nordstrand

University of Hamburg, Germany

Claudia Stolp

University of Hamburg, Germany

Jens Siemon

University of Hamburg

Department for Vocational Education and Lifelong Learning