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15-05-2024

The Impact of Team Synchrony on Argument Construction and Science Knowledge Acquisition: Insights from a Science Learning Game

Authors: Lili Yan, Chungsoo Na, Jina Kang

Published in: Journal of Science Education and Technology

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Abstract

Collaborative problem-solving (CPS) includes multiple socio-cognitive processes that can be challenging to investigate. Constructing arguments is a key practice at the intersection of CPS and science learning. To understand how students construct arguments and develop science knowledge during CPS, we focus on team synchrony—the extent of similarity of navigation actions between team members—in a game-based learning environment. Specifically, we examined the impact of team synchrony on students’ argument construction and science knowledge acquisition in a science learning game, Alien Rescue. Using a mixed methods approach, we analyzed a range of in-game data and performance data of 69 teams from 146 sixth-grade students. Our results show that team synchrony enhanced students’ science knowledge acquisition, whereas its effects on argumentation features were nuanced: (a) higher team synchrony groups were more productive in constructing backing compared to low team synchrony groups in conditions where their prior knowledge was high, and (b) there was no significant difference between the two groups in generating claims. We also identified two illustrative cases to show the observed relationship between team synchrony and complexity of arguments that students constructed as a team. Our study has implications for tracing learning processes through log and textual data to understand students’ CPS process and performance, which consequently inform the design of scaffolds that support students’ CPS.

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Footnotes
1
In this study, students were provided access to the V6 online Version (Web GL version) of Alien Rescue. Complete version information can be found at https://​alienrescue.​education.​utexas.​edu/​about/​.
 
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Metadata
Title
The Impact of Team Synchrony on Argument Construction and Science Knowledge Acquisition: Insights from a Science Learning Game
Authors
Lili Yan
Chungsoo Na
Jina Kang
Publication date
15-05-2024
Publisher
Springer Netherlands
Published in
Journal of Science Education and Technology
Print ISSN: 1059-0145
Electronic ISSN: 1573-1839
DOI
https://doi.org/10.1007/s10956-024-10110-2

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