Abstract
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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Azevedo, R.: The role of self-regulation in learning about science with hypermedia. In: Robinson, D., Schraw, G. (eds.) Recent Innovations in Educational Technology that Facilitate Student Learning, pp. 127–156 (2008)
Brennan, S.E., Chen, X., Dickinson, C.A., Neider, M.B., Zelinsky, G.J.: Coordinating Cognition: The Costs and Benefits of Shared Gaze during Collaborative Search. Cognition 106(3), 1465–1477 (2008)
Brennan, S.E., Williams, M.: The Feeling of Another’s Knowing: Prosody and Filled Pauses as Cues to Listeners about the Metacognitive States of Speakers. Journal of Memory and Language 34(3), 383 (1995)
Buder, J.: Group awareness tools for learning: Current and future directions. Computers in Human Behavior 27(3), 1114–1117 (2010)
Burgos, D., Tattersall, C., Koper, R.: Re-purposing existing generic games and simulations for e-learning. Computers in Human Behavior 23(6), 26–56 (2007)
Dehler, J., Bodemer, D., Buder, J., Hesse, F.W.: Guiding knowledge communication in CSCL via group knowledge awareness. Computers in Human Behavior 27(3), 1068–1078 (2011)
Dillenbourg, P.: What do you mean by collaborative learning? In: Dillenbourg, P. (ed.) Collaborative-learning: Cognitive and Computational Approaches, pp. 1–19. Elsevier, Oxford (1999)
Dillenbourg, P., Järvelä, S., Fischer, F.: The evolution of research on computer-supported collaborative learning. From design to orchestration (2007) (to appear in Kaleidoscope Legacy Book)
Gee, J.P.: Learning by Design: Good Video Games as Learning Machines. E -Learning 2(1), 5–16 (2005)
Gutwin, C., Greenberg, S.: Support for Group Awareness in Real Time Desktop Conferences. In: Proceedings of The Second New Zealand Computer Science Research Students’ Conference, University of Waikato, Hamilton, New Zealand (1995)
Hart, J.T.: Memory and the feeling-of-knowing experience. Journal of Educational Psychology 56, 208–216 (1965)
Harteveld, C., Bekebrede, G.: Learning in Single-Versus Multiplayer Games: The More the Merrier? Simulation & Gaming 42(1), 43–63 (2011)
Herz, C.J.: Gaming the system: What higher education can learn from multiplayer online worlds. The Internet and the University, Educause Forum on the Future of Higher Education (2001), http://www.educause.edu/ir/library/pdf/ffpiu019.pdf (retrieved 21/02/2011)
Jacques, D.: Games, simulations and case studies. A review. In: Saunders, D. (ed.) The Simulation and Gaming Yearbook. Games and simulations for business, vol. 3. Kogan Page, London (1995)
Janssen, J., Erkens, G., Kirschner, P.A.: Group awareness tools: It’s what you do with it that matters. Computers in Human Behavior (2010), doi:10.1013/j.chb.2010.06.002
Järvelä, S., Volet, S.: Motivation in Real-Life, Dynamic, and Interactive Learning Environments: Stretching Constructs and Methodologies. Journal European Psychologist 9(4), 193–197 (2004)
Johnson, R.T., Johnson, D.W.: An overview of cooperative learning. In: Thousand, J., Villa, A., Nevin, A. (eds.) Creativity and Collaborative Learning. Brookes Press, Baltimore (1994)
Kirschner, P.A., Erkens, G.: Cognitive Tools and Mindtools for Collaborative Learning. Journal of Educational Computing 35(2), 199–209 (2006)
Kreijns, K., Kirschner, P.A.: Group awareness widgets for enhancing social interaction in computer-supported collaborative learning environments: design and implementation. In: Proceedings - Frontiers in Education Conference, vol. 1 (2002)
Kim, Y., Baylor, A.L.: A Social-Cognitive Framework for Pedagogical Agents as Learning Companions. Educational Technology Research and Development 54(6), 569–596 (2006)
Leemkuil, H., de Jong, T., de Hoog, R., Christoph, N.: KM Quest: A Collaborative Internet-Based Simulation Game. Simulation & Gaming 34(1), 89–111 (2003)
Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J.L., Fernandez-Manjon, B.: Educational game design for online education. Computers in Human Behavior 24(6), 25–30 (2008)
Munneke, L., Andriessen, J., Kanselaar, G., Kirschner, P.: Supporting interactive argumentation: Influence of representational tools on discussing a wicked problem. Computers in Human Behavior 23(3), 1072 (2007)
Nelson, T.O., Narens, L.: Metamemory: A theoretical framework and new findings. In: Bower, G. (ed.) The Psychology of Learning and Motivation, vol. 26, pp. 125–173. Academic Press, San Diego (1990)
Nickerson, R.: How we know – and sometimes misjudge – what others know: Imputing one’s own knowledge to others. Psychological Bulletin 125(6), 737–759 (1999)
Prensky, M.: The Motivation of Game Play or, the REAL 21st century learning revolution. On The Horizon 10(1) (2002), http://www.marcprensky.com/writing/Prensky%20%20The%20Motivation%20of%20Gameplay-OTH%2010-1.pdf (retrieved 22/03/2011)
Reder, L.M., Ritter, F.E.: What Determines Initial Feeling of Knowing? Familiarity with question terms, not with the answer. Journal of Experimental Psychology: Learning, Memory and Cognition 18(3), 435–451 (1992)
Roberts, T.S., McInnerney, J.M.: Seven Problems of Online Group Learning and Their Solutions. Educational Technology & Society 10(4), 257–268 (2007)
Schneider, W.: Performance prediction in young children: effects of skill, metacognition and wishful thinking. Developmental Science 1, 291–297 (1998b)
Squire, K.: Game-based learning: Present and future state of the field. MASIE Center e-Learning CONSORTIUM, Saratoga Springs (2005)
Stahl, G.: Meaning making in CSCL: Conditions and preconditions for cognitive processes by groups. Paper Presented at the International Conference on Computer Support for Collaborative Learning (CSCL 2007), New Brunswick, NJ (2007)
Stipek, D., Mac Iver, D.: Developmental change in children’s assessment of intellectual competence. Child Development 60, 521–538 (1989)
Schwartz, B.L.: Judgments of learning and feelings of knowing. Psychonomic Bulletin & Review 1(3), 357–375 (1994)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Usart, M., Romero, M., Almirall, E. (2011). Impact of the Feeling of Knowledge Explicitness in the Learners’ Participation and Performance in a Collaborative Game Based Learning Activity. In: Ma, M., Fradinho Oliveira, M., Madeiras Pereira, J. (eds) Serious Games Development and Applications. SGDA 2011. Lecture Notes in Computer Science, vol 6944. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-23834-5_3
Download citation
DOI: https://doi.org/10.1007/978-3-642-23834-5_3
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-23833-8
Online ISBN: 978-3-642-23834-5
eBook Packages: Computer ScienceComputer Science (R0)