Designing a collaborative learning game: Its validation with a turntaking control scheme in a primary science unit

Bu çalışma, önce öğrenme ortamlarında araç ve bağlam etkileşimi sağlamak için etkinlik kuramını, eğitsel oyunlardaki eğitimbilimsel ilkeler için bazı oyun tasarım modellerini ve öğrenciler arası ortak anlayışların kubaşık geliştirilmesi için kubaşık öğrenme ortamı gereklerini sentezlemiştir. Çalışma daha sonra işbirlikli öğrenme oyunları tasarımı için bir mimari model önermiş, bu mimariye uygun olarak fen bilgisi dersindeki bir ünite için bir öğrenme oyunu geliştirmiş ve oyun mimarisini iki farklı kullanıcı kontrolü modunda ve iki farklı oyun senaryosunda incelemiştir. İşbirlikli oynayarak öğrenenlerin sontest ve erişi puanları, bireysel oynayarak öğrenenlerden anlamlı derecede yüksek bulunmuştur. İşbirlikli oynayarak öğrenenlerin oyun üzerindeki kontrolü ilk alanlarıyla sonra alanlarının sontest ve erişi puanları benzer bulunmuştur. Bulgular, bir öykü bağlamında dizilmiş görevlerin işbirlikli öğrenme modunda eşleşmiş öğrencilerce sıralı kontrol yoluyla yapılmasının, işbirlikli öğrenme çıktılarını desteklediğini göstermiştir.

Kubaşık bir öğrenme oyunu tasarımı: Tasarımın ilköğretim fen bilgisi ünitesinde sıralı arayüz kontrolüyle geçerlenmesi

This study first attempted to blend the framework of the activity theory for tool and context interaction, some other game design models for pedagogical principles, and collaborative learning issues for promoting shared understanding between learners. The study then outlined a model for designing a collaborative game, accordingly implemented a learning game for elementary science, and examined it with two groups of students under two different play and control schemes: The students played the game collaboratively scored higher in the posttest, and their progress scores were higher than individually playing students. Additionally, in collaborative mode, the students taking control first had similar post-test and progress scores to the ones taking the control second. The result favored players’ turn-taking control over a chain of tasks for desired collaborative learning outcomes.

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