Impact of the feeling of knowledge explicitness in the learners' participation and performance in a collaborative game based learning activity

Mireia Usart, Margarida Romero, Esteve Almirall

Producció científica: Capítol de llibreContribució a congrés/conferènciaAvaluat per experts

18 Cites (Scopus)

Resum

Despite the growing interest in the Game Based Learning (GBL) literature (Squire, 2005; Gee, 2005), only a reduced number of studies have focused on the collaborative modality in GBL (Harteveld & Bekebrede, 2011). Knowledge Group Awareness (KGA) designates the intersubjective perception of teammates' knowledge. The use of especially designed gaming interfaces allows KGA declaration and displaying support by the introduction of the KGA explicitness systems, called by some authors KGA tools (Buder, 2010). This paper aims to study whether a structured explicitness of the KGA could play a core role in facilitating and improving collaborative face to face GBL performances. The KGA is operationalized through the Feeling of Knowledge (FOK) declaration. The FOK refers to the feelings a student has regarding his/her knowledge for a specific subject (Hart, 1965), it is defined by the student using a Confidence Level (CL) based in a 3 level scale. We expect that the FOK declaration process will have a positive impact in the learning process based in the GBL task, both in individual and collaborative phases of the GBL activity proposed to the students. However, we expect better performances in collaborative settings with the explicitness of the KGA thanks to the socially shared metacognition process, developed through the displaying of the intersubjective FOK. For this purpose we designed a collaborative SG in the field of finance, introducing an ad hoc KGA explicitness system with the aim of supporting the students' FOK declaration according to the 3 CL. The first is analyzing the impact of the declaration of the FOK in individual performance when playing alone. The second one is analyzing the influence of shared visualization of the intersubjective FOK in the individual and collaborative performances, according to the symmetry of knowledge between dyad members. This environment permits researchers study different variables in order to study four hypotheses on learner's performances and changes in their Feeling of knowledge (FOK) accuracies during collaborative game experience.

Idioma originalAnglès
Títol de la publicacióSerious Games Development and Applications - Second International Conference, SGDA 2011, Proceedings
Pàgines23-35
Nombre de pàgines13
DOIs
Estat de la publicacióPublicada - 2011
Publicat externament
Esdeveniment2nd International Conference on Serious Games Development and Applications, SGDA 2011 - Lisbon, Portugal
Durada: 19 de set. 201120 de set. 2011

Sèrie de publicacions

NomLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volum6944 LNCS
ISSN (imprès)0302-9743
ISSN (electrònic)1611-3349

Conferència

Conferència2nd International Conference on Serious Games Development and Applications, SGDA 2011
País/TerritoriPortugal
CiutatLisbon
Període19/09/1120/09/11

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