TY - JOUR
T1 - The influence of collaboration styles to children's cognitive performance in digital problem-solving game "william Adventure"
T2 - A comparative case study
AU - Shih, Ju Ling
AU - Shih, Bai Jiun
AU - Shih, Chun Chao
AU - Su, Hui Yu
AU - Chuang, Chien Wen
N1 - Funding Information:
This study is supported in part by the National Science Council of the Republic of China, under contract numbers NSC 97-2511-S-024-009-MY2 and NSC 98-2511-S-024-006-MY2. Special thanks to the game design team in Tamkang University.
PY - 2010/11
Y1 - 2010/11
N2 - Since a large variety of digital games have been used in many fields for educational purposes, their real functions in learning have caught much attention as well. This study first defines learning characteristics of problem-solving digital games and their corresponding cognitive levels, then designs and develops a problem-solving game in accordance to the criteria. Tasks in the game context are inter-related to each other so that players need to critically and creatively think about problem solutions. Learners' task analyses are performed to observe four elementary learners' gaming paths, behaviors and cognitive activities, individually and collaboratively. System documentation, video recording, researcher observation, and interviews are conducted to analyze learners' learning strategies and their cognitive performance during the gaming process. The research results show that different collaboration models, strategies, as well as atmospheres can greatly influence the performances of its members. In collaboration, each individual can have better learning effectiveness. Participants in positive and favorable collaborative relationships, regardless of the members' individual temperaments, can have much better cognitive performances. While group members are inter-dependent and have positive interactions, even slow-achievers have the possibility and opportunity to take the lead.
AB - Since a large variety of digital games have been used in many fields for educational purposes, their real functions in learning have caught much attention as well. This study first defines learning characteristics of problem-solving digital games and their corresponding cognitive levels, then designs and develops a problem-solving game in accordance to the criteria. Tasks in the game context are inter-related to each other so that players need to critically and creatively think about problem solutions. Learners' task analyses are performed to observe four elementary learners' gaming paths, behaviors and cognitive activities, individually and collaboratively. System documentation, video recording, researcher observation, and interviews are conducted to analyze learners' learning strategies and their cognitive performance during the gaming process. The research results show that different collaboration models, strategies, as well as atmospheres can greatly influence the performances of its members. In collaboration, each individual can have better learning effectiveness. Participants in positive and favorable collaborative relationships, regardless of the members' individual temperaments, can have much better cognitive performances. While group members are inter-dependent and have positive interactions, even slow-achievers have the possibility and opportunity to take the lead.
KW - Cooperative/collaborative learning
KW - Evaluation of CAL systems
KW - Interactive learning environments
KW - Multimedia/hypermedia systems
UR - http://www.scopus.com/inward/record.url?scp=77955553925&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2010.04.009
DO - 10.1016/j.compedu.2010.04.009
M3 - 期刊論文
AN - SCOPUS:77955553925
SN - 0360-1315
VL - 55
SP - 982
EP - 993
JO - Computers and Education
JF - Computers and Education
IS - 3
ER -