Representational guidance and student engagement: examining designs for collaboration in online synchronous environments

In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs) for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study of the effect of varying representational and intera...

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Vydáno v:Educational technology research and development Ročník 59; číslo 5; s. 619 - 644
Hlavní autoři: Sullivan, Florence R., Hamilton, Claire E., Allessio, Danielle A., Boit, Rachel J., Deschamps, Alexandra D., Sindelar, Tony, Ramos, German E. Vargas, Randall, Anthony, Wilson, Nicholas, Zhu, Yan
Médium: Journal Article
Jazyk:angličtina
Vydáno: Boston Springer Science + Business Media 01.10.2011
Springer US
Springer
Springer Nature B.V
Témata:
Child Development
Classroom design
Collaborative learning
Comparative Analysis
Computer Mediated Communication
Cooperative Learning
Early childhood education
Education
Educational Technology
Electronic Learning
Encounter groups
Group work in education
Instructional Design
Instructional Effectiveness
Interaction
Interactive learning
Learner Engagement
Learning and Instruction
Mental objects
Multi user virtual environments
Online instruction
Outcomes of education
Preschool children
Preschool Education
Problem Solving
RESEARCH ARTICLE
Synchronous Communication
Team learning approach in education
Text messaging
Undergraduate Students
Virtual Classrooms
Web Based Instruction
Chat
Design of learning environments
Multi-user virtual environments
Collaborative learning
Representational guidance
ISSN:1042-1629, 1556-6501
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Shrnutí:In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs) for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study of the effect of varying representational and interactional design features on a collaborative design activity in three online synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations (text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience. These findings are explained by the concepts of representational guidance, representational bias, educational affordances and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided.
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ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-010-9178-x