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Margarida Romero
119 days ago |
Key Qs Corner Topic 4: Collaborative Games
Authors: Romero-Velasco, M & Usart-Rodriguez, M.
Collaborative learning
Collaborative Learning (CL) can be defined as “a situation in which two or more people learn or attempt to learn something together” (Dillenbourg, 1999, p. 1). Despite this general definition, studying in dyads or small groups (up to five components) doesn’t have the same learning implications as studying in a larger group (ten people or more).
Leaving aside the factor scale, learning in group can occur as an effect of sharing different processes, such as problem solving and content materials, and it can be measured by the elicitation of new knowledge (Dillenbourg, 1999). For a learning situation to be considered as really collaborative, it should permit students organization and planning of their learning objectives, and to do it as a team. Interdependence among peers understood as students being are responsible not just for their own learning but also for that of others (Gockhale, 1995; Panitz, 1997) is also necessary for reaching the learning goals. Some authors differentiate collaboration from cooperation, where students simply split tasks and later put them in common (Bruffee, 1995). Collaboration demands interaction between peers, some common or shared goals and learning mechanisms within the group. A CL situation demands students with a similar status to have levels of knowledge which are different enough to permit the flow of information and knowledge among them (Vygotsky, 1978).
Among the dynamics that should be highlighted in the effectiveness of collaborative learning we should consider intragroup cooperation that is promoted through the positive interdependence, and the intergroup competition, that ensures a certain level of challenge (Romero, 2010).
Panitz (1997) identified different benefits of CL on social, psychological and academic aspects: collaboration allows peer feedback and assessment, permits knowledge elicitation through verbalization, argumentation, social support, interdependence, motivation and positive orientation among other benefits. On the other hand, CL challenges include external factors, such as the intended learners’ prior experience and literacy (Davis, Little, & Staward, 2008).
Collaborative GBL environments are a concrete part of CL; furthermore, we will study Computer Supported collaborative GBL (see figure 1), which can be placed inside Computer Supported Colaborative Learning (CSCL). Research in this field highlights the use of CSCL for enhancing peer interaction and group work, as well as facilitate sharing and distributing of knowledge and expertise among community members (Lipponen et al., 2003). That is, CSCL aims at supporting groups of learners in acquiring content knowledge in a specific domain with the aid of computers.
Figure 1. Computer supported Collaborative GBL as a learning environment.
Collaborative approach to Game Based Learning
In the context of CSCL, we now focus on Computer supported Game Based Learning (GBL). Collaborative GBL refers to the use of collaborative games and simulations for collaborative learning purposes. The collaborative approach to GBL builds a learning environment where students play in groups (collaborate) and/or against other groups (compete), in order to try to reach their objectives. Collaborative GBL players can take advantage of the benefits of shared gaming experiences, supposed to facilitate mutual understanding, contribute to team building (Dieleman & Huisingh, 2006) and develop the ability to learn with others (Whitton & Hollins, 2008) in safe environments. Despite of the interest of collaborative activities, it has been studied that GBL with both individual and collaborative phases could better assist the individual cognitive and metacognitive processes involved in learning (Romero, Usart & Esteve, 2011).
Case studies
Some research experiences in collaborative GBL can be outlined:
Mawdesley, Long, Al-Jibouri and Scott (2010) studied if the inclusion of a collaborative simulation game used among engineering students improved the learning experience in a previously existing construction management course. The authors concluded that group based presentations could be useful for the learning objectives, because they increased engagement through competition among students. Despite of the positive outcomes, some challenges such as plagiarism of the successful strategies were seen in this environment.
Another interesting experience on collaborative GBL comes from Tan, Tse and Chung (2010). The researchers aimed to study performance and acceptance among high school students on a simulation game in management. This activity situated students in a seaplane manufacturing plant; it was played in a face-to-face environment where students were distributed in teams of 2 or 3 students. Groups took individual and collaborative decisions with the objective of maximizing the production line performance. Results showed a positive feedback from students; participants outlined that the interactive game approach was effective and feasible in terms of learning.
As a conclusion
Despite little theory and experimental studies have so far focused on collaborative GBL, we understand that this is a key field of study inside GBL research. Understanding collaborative processes involved in educational games could lead to more tools for implementing these environments when and where they can optimize the learning outcomes. This objective is a clear demand of the present days, where there is a need of companies and educational institutions to train individuals in team working, sharing of knowledge and other competences needed for the ICT society.
Keywords: Collaborative Learning, Computer-Supported Collaborative Learning, Game Based Learning.
References:
Bruffee, K. (1995), Sharing our toys- Cooperative learning versus collaborative learning. Change, 12-18
Davis, A., Little, P. & Staward, B. (2008). Developing an infrastructure for online learning, In Anderson, T. (ed.) The theory and practice of online learning / edited by Terry Anderson. 2nd ed., Edmonton: AU Press.
Dieleman, H. & Huisingh, D. (2006). ‘Games by which to learn and teach about
sustainable development: Exploring the relevance of games and experiential learning for
sustainability’, Journal of Cleaner Production, 14, 837-847.
Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches pp. 1–19. Oxford: Elsevier.
Gockhale, A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7 (1) Retrieved [15/01/2012] from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html?ref=Sawos.Org
Mawdesley, M., Long, G., Al-Jibouri, S. & Scott, D. (2011). The enhancement of simulation based learning exercises through formalised reflection, focus groups and group presentation. Computers and Education, 56 (1), 44-52.
Lipponen, L., Rahikainen, M., Lallimo, J. & Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students‟ computer-supported collaborative learning. Learning and Instruction, 13, 487–509.
Panitz, T. (1997). Collaborative versus cooperative learning: Comparing the two definitions helps understand the nature of interactive learning. Cooperative Learning and College Teaching, 8 (2).
Romero, M. (2011). Supporting Collaborative Game Based Learning knowledge construction through the use of Knowledge Group Awareness. NoE Games and Learning Alliance. Lecture at the GaLa 1st Alignment School. 20 June, Edinburgh. Retrieved [17/01/2012] from http://www.slideshare.net/margarida.romero/20110620-romeroserious-gamesgroupawarenessr05c
Romero, M., Usart, M. & Almirall, E. (2011). Serious games in a finance course promoting the knowledge group awareness. EDULEARN11 Proceedings, pp. 3490-3492.
Tan, K. H., Tse, Y. K. & Chung, P. L. (2010). A plug and play pathway approach for operations management games development. Computers and Education, 55 (1), 109-117.
Vygotsky, L. S. (1978) Mind in Society. London: Harvard University Press.
Whitton, N. & Hollins, P. (2008), ‘Collaborative virtual gaming worlds in higher education’. Association for Learning Technology Journal, 16 (3), 221-229.
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