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An analysis of collaborative problem-solving activities mediated by individual-based and collaborative computer simulations.

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Τίτλος: An analysis of collaborative problem-solving activities mediated by individual-based and collaborative computer simulations.
Συγγραφείς: Chang, C.‐J., Chang, M.‐H., Liu, C.‐C., Chiu, B.‐C., Fan Chiang, S.‐H., Wen, C.‐T., Hwang, F.‐K., Chao, P.‐Y., Chen, Y.‐L., Chai, C.‐S.
Πηγή: Journal of Computer Assisted Learning; Dec2017, Vol. 33 Issue 6, p649-662, 14p, 3 Diagrams, 5 Charts
Θεματικοί όροι: Computer simulation, Problem solving, Collaborative learning, Teenagers, Secondary education, High school students, Video games
Περίληψη: Researchers have indicated that the collaborative problem-solving space afforded by the collaborative systems significantly impact the problem-solving process. However, recent investigations into collaborative simulations, which allow a group of students to jointly manipulate a problem in a shared problem space, have yielded divergent results regarding their effects on collaborative learning. Hence, this study analysed how students solved a physics problem using individual-based and collaborative simulations to understand their effects on science learning. Multiple data sources including group discourse, problem-solving activities, learning test scores, and questionnaire feedback were analysed. Lag sequential analysis on the data found that students using the two simulations collaborated with peers to solve the problem in significantly different patterns. The students using the collaborative simulations demonstrated active engagement in the collaborative activity; however, they did not transform discussions into workable problem-solving activities. The students using the individual-based simulation showed a lower level of collaboration engagement, starting with individual exploration of the problem with the simulation, followed by group reflection. The two groups also showed significant differences in their learning test scores. The findings and pedagogical suggestions are discussed in the hope of addressing critical activity design issues in using computer simulations for facilitating collaborative learning. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Βάση Δεδομένων: Complementary Index
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PubType: Academic Journal
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  Data: An analysis of collaborative problem-solving activities mediated by individual-based and collaborative computer simulations.
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  Data: <searchLink fieldCode="AR" term="%22Chang%2C+C%2E‐J%2E%22">Chang, C.‐J.</searchLink><br /><searchLink fieldCode="AR" term="%22Chang%2C+M%2E‐H%2E%22">Chang, M.‐H.</searchLink><br /><searchLink fieldCode="AR" term="%22Liu%2C+C%2E‐C%2E%22">Liu, C.‐C.</searchLink><br /><searchLink fieldCode="AR" term="%22Chiu%2C+B%2E‐C%2E%22">Chiu, B.‐C.</searchLink><br /><searchLink fieldCode="AR" term="%22Fan+Chiang%2C+S%2E‐H%2E%22">Fan Chiang, S.‐H.</searchLink><br /><searchLink fieldCode="AR" term="%22Wen%2C+C%2E‐T%2E%22">Wen, C.‐T.</searchLink><br /><searchLink fieldCode="AR" term="%22Hwang%2C+F%2E‐K%2E%22">Hwang, F.‐K.</searchLink><br /><searchLink fieldCode="AR" term="%22Chao%2C+P%2E‐Y%2E%22">Chao, P.‐Y.</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Y%2E‐L%2E%22">Chen, Y.‐L.</searchLink><br /><searchLink fieldCode="AR" term="%22Chai%2C+C%2E‐S%2E%22">Chai, C.‐S.</searchLink>
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  Data: Journal of Computer Assisted Learning; Dec2017, Vol. 33 Issue 6, p649-662, 14p, 3 Diagrams, 5 Charts
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  Data: <searchLink fieldCode="DE" term="%22Computer+simulation%22">Computer simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br /><searchLink fieldCode="DE" term="%22Video+games%22">Video games</searchLink>
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  Data: Researchers have indicated that the collaborative problem-solving space afforded by the collaborative systems significantly impact the problem-solving process. However, recent investigations into collaborative simulations, which allow a group of students to jointly manipulate a problem in a shared problem space, have yielded divergent results regarding their effects on collaborative learning. Hence, this study analysed how students solved a physics problem using individual-based and collaborative simulations to understand their effects on science learning. Multiple data sources including group discourse, problem-solving activities, learning test scores, and questionnaire feedback were analysed. Lag sequential analysis on the data found that students using the two simulations collaborated with peers to solve the problem in significantly different patterns. The students using the collaborative simulations demonstrated active engagement in the collaborative activity; however, they did not transform discussions into workable problem-solving activities. The students using the individual-based simulation showed a lower level of collaboration engagement, starting with individual exploration of the problem with the simulation, followed by group reflection. The two groups also showed significant differences in their learning test scores. The findings and pedagogical suggestions are discussed in the hope of addressing critical activity design issues in using computer simulations for facilitating collaborative learning. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=126068583
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        Value: 10.1111/jcal.12208
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              Text: Dec2017
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