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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Veröffentlicht in:	Educational technology research and development Jg. 59; H. 5; S. 619 - 644
Hauptverfasser:	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
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Boston Springer Science + Business Media 01.10.2011 Springer US Springer Springer Nature B.V
Schlagworte:	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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Abstract	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.
AbstractList	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. 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.[PUBLICATION ABSTRACT] 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.
Audience	Higher Education Postsecondary Education Academic
Author	Ramos, German E. Vargas Hamilton, Claire E. Deschamps, Alexandra D. Wilson, Nicholas Sullivan, Florence R. Boit, Rachel J. Allessio, Danielle A. Randall, Anthony Sindelar, Tony Zhu, Yan
Author_xml	– sequence: 1 givenname: Florence R. surname: Sullivan fullname: Sullivan, Florence R. – sequence: 2 givenname: Claire E. surname: Hamilton fullname: Hamilton, Claire E. – sequence: 3 givenname: Danielle A. surname: Allessio fullname: Allessio, Danielle A. – sequence: 4 givenname: Rachel J. surname: Boit fullname: Boit, Rachel J. – sequence: 5 givenname: Alexandra D. surname: Deschamps fullname: Deschamps, Alexandra D. – sequence: 6 givenname: Tony surname: Sindelar fullname: Sindelar, Tony – sequence: 7 givenname: German E. Vargas surname: Ramos fullname: Ramos, German E. Vargas – sequence: 8 givenname: Anthony surname: Randall fullname: Randall, Anthony – sequence: 9 givenname: Nicholas surname: Wilson fullname: Wilson, Nicholas – sequence: 10 givenname: Yan surname: Zhu fullname: Zhu, Yan
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Cites_doi	10.1016/S0898-5898(05)80001-4 10.1207/s15516709cog1302_1 10.1207/s15327809jls1501_9 10.1111/j.1467-8535.2005.00477.x 10.1111/j.1468-2958.1995.tb00363.x 10.1598/RRQ.34.2.2 10.1007/s10956-007-9043-9 10.1037/0033-295X.95.2.256 10.1002/tea.10037 10.1002/sce.10004 10.1007/s12528-009-9026-3 10.1017/CBO9780511605895 10.1007/BF02504675 10.1207/S15327809JLS1004new_1 10.1007/978-3-642-85098-1_5 10.3102/0013189X018001032
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Snippet	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...
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SubjectTerms	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
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Title	Representational guidance and student engagement: examining designs for collaboration in online synchronous environments
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