An analysis of collaborative problem-solving activities mediated by individual-based and collaborative computer simulations.
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 p...
| Published in: | Journal of Computer Assisted Learning Vol. 33; no. 6; pp. 649 - 663 |
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| Main Authors: | , , , , , , , , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Dec2017
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=126068583&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 126068583 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2017 vid: 33 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 126068583 126068583 126068583 10.1111/jcal.12208 126068583 ppf: 649 ppct: 14 formats: tig: atl: An analysis of collaborative problem-solving activities mediated by individual-based and collaborative computer simulations. aug: au: 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. affil: Graduate Institute of Network Learning Technology, National Central University, Taiwan sug: subj: Problem Solving Collaboration Computer Simulation Students, High School Taiwan Human Funding Source Taiwan Female Male Adolescence P-Value Video Games Pretest-Posttest Design Chi Square Test Paired T-Tests Analysis of Covariance Adolescent: 13-18 years Female Male ab: 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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