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dc.contributor.authorCheng, Ya-Wen
dc.contributor.authorWang, Yuping
dc.contributor.authorCheng, I-Ling
dc.contributor.authorChen, Nian-Shing
dc.date.accessioned2020-06-25T02:19:28Z
dc.date.available2020-06-25T02:19:28Z
dc.date.issued2019
dc.identifier.issn1049-4820
dc.identifier.doi10.1080/10494820.2019.1610448
dc.identifier.urihttp://hdl.handle.net/10072/394892
dc.description.abstractCollaborative learning has long been proved to be a crucial agent for enhancing students’ social skills, problem-solving abilities and individual learning performance. Understanding how students move from one phase to another in their collaboration process can inform educators of how best to facilitate such learning. However, this is still an area needing more vigorous research. This study explores the process of students’ co-construction of knowledge in a digital game-based learning environment using a sequential analysis approach, with the aim to identify the significant features of students’ interactional transitions that would potentially lead to better learning. To achieve this aim, we designed a collaborative learning environment in which 24 sixth graders worked in 6 groups to compete in an Augmented Reality-based mathematic game that we designed. The results from the analysis of their interaction show that phases of interaction in a digital game-based learning environment transited differently in many ways from those in online text-based forums, and that task types, modalities, participant characteristics and learning goals all played a crucial role in determining how learners co-constructed knowledge.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherInforma UK Limited
dc.relation.ispartofpagefrom782
dc.relation.ispartofpageto796
dc.relation.ispartofissue5-6
dc.relation.ispartofjournalInteractive Learning Environments
dc.relation.ispartofvolume27
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchArtificial Intelligence and Image Processing
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode0801
dc.titleAn in-depth analysis of the interaction transitions in a collaborative Augmented Reality-based mathematic game
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationCheng, Y-W; Wang, Y; Cheng, I-L; Chen, N-S, An in-depth analysis of the interaction transitions in a collaborative Augmented Reality-based mathematic game, Interactive Learning Environments, 2019, 27 (5-6), pp. 782-796
dc.date.updated2020-06-25T00:25:56Z
gro.hasfulltextNo Full Text
gro.griffith.authorWang, Yuping


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