Allison Macey Banzon
ABSTRACT
While existing research has investigated the impact of game design elements (such as how varying degrees of player agency impact learning within these systems), little is known regarding how these game design choices further interact with contextual factors to influence learners' outcomes and experiences when learning within GBLEs. This extended abstract will describe results from an ongoing study to argue for an expanded definition of student agency in GBLEs as a fluid assemblage of in-system elements and contextual factors.
- Azevedo, R., Taub, M., & Mudrick, N. V. (2018). Understanding and reasoning about real-time cognitive, affective, and metacognitive processes to foster self-regulation with advanced learning technologies. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed.) (pp. 254--270). Routledge.Google Scholar
- Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801--831. https://doi.org/10.1086/345321Google ScholarCross Ref
- Farman, J. (2020). Mobile interface theory: Embodied space and locative media. Taylor and Francis. https://doi.org/10.4324/9780429460241Google ScholarCross Ref
- Hayles, K. (1999). How we became posthuman: virtual bodies in cybernetics, literature, and informatics. University of Chicago Press. https://hdl-handle-net.eu1.proxy.openathens.net/2027/heb.05711Google ScholarCross Ref
- Taub, M., Sawyer, R., Smith, A., Rowe, J., Azevedo, R., & Lester, J. (2020). The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment. Computers & Education, 147. https://doi.org/10.1016/j.compedu.2019.103781Google ScholarDigital Library
- Sawyer, R., Smith, A., Rowe, J., Azevedo, R., & Lester, J. (2017). Is more agency better? The impact of student agency on game-based learning. In International Conference on Artificial Intelligence in Education (pp. 335--346). Springer.Google ScholarCross Ref
Index Terms
- Considering Context as it Relates to Student Agency Conditions in Intelligent Game-Based Learning Environments
Recommendations
Impact of AI assistance on student agency
AbstractAI-powered learning technologies are increasingly being used to automate and scaffold learning activities (e.g., personalised reminders for completing tasks, automated real-time feedback for improving writing, or recommendations for when and what ...
Highlights- The use of AI in Edtech to scaffold and personalise learning is on the rise.
- However, the impact of AI-powered Edtech on student agency is underexplored.
- This paper investigates AI's impact on student agency via a study in peer ...
Blended Game-Based Learning Environments: Extending a Serious Game into a Learning Content Management System
INCOS '11: Proceedings of the 2011 Third International Conference on Intelligent Networking and Collaborative SystemsSerious games have recognized potential as a means to tackle many challenges in education, ranging from stimulating increased learner motivation, to transferring challenging concepts in a novel and engaging form. They are commonly shown to work most ...
Leveraging Regulative Learning Facilitators to Foster Student Agency and Knowledge (Co-)Construction Activities in CSCL Environments
In this study, by combing three research fields of regulative learning, learning analytics (LA) and students' agency in computer-supported collaborative learning (CSCL), the authors tried to illuminate how students regulated their learning though ...
Comments