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Journal of Science Education and Technology

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14-09-2020

Exploring How Role and Background Influence Through Analysis of Spatial Dialogue in Collaborative Problem-Solving Games

Authors: Cigdem Uz-Bilgin, Meredith Thompson, Melat Anteneh

Published in: Journal of Science Education and Technology | Issue 6/2020

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Abstract

This study examines how different roles and background knowledge transform players’ dyadic conversations into spatial dialogues in a virtual cellular biology game. Cellverse is a collaborative virtual reality (VR) game designed to teach cell biology. Players work in pairs, assuming the role of either a Navigator, with reference material and a global view through a tablet, or an Explorer, with a more detailed interactive view of the cell through a VR headset and hand controllers. The game is designed so players must collaborate in order to complete the game. Our results show that roles influenced their reference perspectives at a level of statistical significance. Furthermore, players with high prior knowledge tried to reduce their partner’s mental effort by giving spatial information from their point of view, thus producing fewer occurrences of spatial unawareness. Results of this study suggest that designers can build in different roles and leverage different background knowledge to prompt effective partnerships during collaborative games.

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Title: Exploring How Role and Background Influence Through Analysis of Spatial Dialogue in Collaborative Problem-Solving Games
Authors: Cigdem Uz-Bilgin
Meredith Thompson
Melat Anteneh
Publication date: 14-09-2020
Publisher: Springer Netherlands
Published in: Journal of Science Education and Technology / Issue 6/2020
Print ISSN: 1059-0145
Electronic ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-020-09861-5

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