2013 Annual Meeting
Montréal, Québec, Canada | November 1-5, 2013
Rebecca Reynolds, Rutgers University
Eun Baik, Rutgers University
Xiaofeng Li, Rutgers University
The purpose of this study is to understand how students learn to collaborate in a guided discovery-based program of game design learning, and how e-learning systems and environmental supports afford collaboration. These understandings are critical for designing information systems and scaffolding for knowledge building and social learning involving technology. Student tasks are technology-based (game design) and the informational resource supports that scaffold the task are both online and within the physical classroom. This study reports exploratory research results on students’ experiences with self-organized teamwork and collaboration in this context. The findings offer pragmatic insights on the program design, offer generalizable insights on need for structure in guided inquiry, and shed light on theoretical linkages that are needed between explanatory frameworks that are currently being investigated within learning sciences and information sciences literatures. We suggest a hypothesized model and conclude with questions for future research.