Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Bücher
Zeitschriften
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
MTZ-Fachkongress

Antriebe und Energiesysteme von morgen


Austausch von Automobil- und Energiewirtschaft

Am 14./15. Mai geht es in Chemnitz um die Mobilitätswende durch Elektro- und Wasserstofffahrzeuge.
Erweiterte Suche
Anmelden
nach oben
Universal Access in the Information Society

20.03.2024 | Long Paper

Game-based collaborative decision-making training: a framework and behavior analysis for a remote collaborative decision-making skill training game using multidimensional scaffolding

verfasst von: Chih-Chen Kuo, Huei-Tse Hou

Erschienen in: Universal Access in the Information Society

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

Decision-making is considered an essential competence of the twenty-first century skills. Remote synchronous collaborative problem-solving has gained much attention especially for decision-making training. We designed a framework to promote decision-making training with a multidimensional scaffolding-based game, and 84 participants were recruited online to evaluate the game based on the proposed framework. The quasi-experimental study compared collaborative and individual learners’ game performance, anxiety, motivation, acceptance, behavior patterns, and perceived learning process for decision-making.
The result showed that both collaborative and individual learners had low anxiety, high motivation, and high acceptance in the multidimensional scaffolding-based online educational game; however, the collaborative team had better game performance and found the clues to be more useful for the learning process than the individual team did. Behavioral pattern analysis revealed that the high-performance collaborative team had more well-organized problem-solving and in-depth reflection.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Literatur
1.
Al-araibi, A.A.M., Mahrin, M.N.R.B., Yusoff, R.C.M.: Technological aspect factors of E-learning readiness in higher education institutions: Delphi technique. Educ. Inf. Technol. 24(1), 567–590 (2019)CrossRef
2.
Aldoayan, M., Sahandi, R., John, D., & Cetinkaya, D. (2019, March). Collaborative cloud-based online courses: Issues and challenges. In Proceedings of the 2019 8th International Conference on Educational and Information Technology (pp. 17–21).
3.
Almaiah, M.A., Almulhem, A.: A conceptual framework for determining the success factors of e-learning system implementation using Delphi technique. J. Theor. Appl. Inf. Technol. 96(17), 5962–5976 (2018)
4.
Alomari, H. W., Ramasamy, V., Kiper, J. D., & Potvin, G. (2020). A User Interface (UI) and User eXperience (UX) evaluation framework for cyberlearning environments in computer science and software engineering education. Heliyon, 6(5).
5.
Altun, S.A., Kalayci, E., Avci, U.: Integrating ICT at the Faculty Level: A Case Study. Turkish online journal of educational technology-TOJET 10(4), 230–240 (2011)
6.
Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., De Freitas, S., Louchart, S., ... & De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2), 391–411.
7.
Aronsson, S., Artman, H., Brynielsson, J., Lindquist, S., Ramberg, R.: Design of simulator training: a comparative study of Swedish dynamic decision-making training facilities. Cogn. Technol. Work 23(1), 117–130 (2021)CrossRef
8.
Azir, I.D.A.: Applying peer scaffolding to enhance the EFL vocational students’ speaking skills. Ethical Lingua: Journal of Language Teaching and Literature 6(2), 149–157 (2019)CrossRef
9.
Bai, S., Hew, K.F., Huang, B.: Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educ. Res. Rev. 30, 100322 (2020)CrossRef
10.
Barron, B.: Achieving coordination in collaborative problem-solving groups. J. Learn. Sci. 9(4), 403–436 (2000)CrossRef
11.
Bakeman, R., & Gottman, J. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). Cambridge University Press.
12.
Bos, N., & Shami, N. S. (2006). Adapting a face-to-face role-playing simulation for
13.
online play. Educational Technology Research and Development, 54(5), 493–521.
14.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of
15.
learning. Educational Researcher, 18(1), 32–42.
16.
Byrnes, J. P. (2013). The nature and development of decision-making: A self-regulation model. Psychology Press.
17.
Cheng, Y. P., Shen, P. D., Hung, M. L., Tsai, C. W., Lin, C. H., & Hsu, L. C. (2021). Applying online content-based knowledge awareness and team learning to develop students’ programming skills, reduce their anxiety, and regulate cognitive load in a cloud classroom. Universal Access in the Information Society, 1–16.
18.
Carbajal-Carrera, B.: Mapping connections among activism interactional practices and presence in videoconferencing language learning. System 99, 102527 (2021)CrossRef
19.
Care, E., Scoular, C., Griffin, P.: Assessment of collaborative problem solving in education environments. Appl. Measur. Educ. 29(4), 250–264 (2016)CrossRef
20.
Carey, E., Hill, F., Devine, A., Szűcs, D.: The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Front. Psychol. 8, 11 (2017)PubMedPubMedCentralCrossRef
21.
Charsky, D., Ressler, W.: “Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games. Comput. Educ. 56(3), 604–615 (2011)CrossRef
22.
Chang, C.H.S., Kuo, C.C., Hou, H.T., Koe, J.J.Y.: Design and evaluation of a multi-sensory scaffolding gamification science course with mobile technology for learners with total blindness. Comput. Hum. Behav. 128, 107085 (2022)CrossRef
23.
Chang, C. J., Chang, M. H., Liu, C. C., Chiu, B. C., Fan Chiang, S. H., Wen, C. T., ... & Chai, C. S. (2017). An analysis of collaborative problem‐solving activities mediated by individual‐based and collaborative computer simulations. Journal of Computer Assisted Learning, 33(6), 649–662.
24.
Chen, L. C. (2008). Motivational Analysis of Library Instruction among College Students [Unpublished master’s thesis]. Fu Jen Catholic University
25.
Chen, C.H., Law, V.: Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Comput. Hum. Behav. 55, 1201–1212 (2016)CrossRef
26.
Chen, H.R., Lin, Y.S.: An examination of digital game-based situated learning applied to Chinese language poetry education. Technol. Pedagog. Educ. 25(2), 171–186 (2016)CrossRef
27.
Chi, M.T., Wylie, R.: The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational psychologist 49(4), 219–243 (2014)CrossRef
28.
Clinton, B.D., Kohlmeyer, J.M.: The effects of group quizzes on performance and motivation to learn: Two experiments in cooperative learning. J. Account. Educ. 23(2), 96–116 (2005)CrossRef
29.
Cooper, D.J., Kagel, J.H.: Are two heads better than one? Team versus individual play in signaling games. Amer. Econ. Rev. 95, 477–509 (2005)CrossRef
30.
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20.
31.
Davis, F.: Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Q. 13(3), 319–340 (1989)CrossRef
32.
De Haan, G.: The development of ESD-related competencies in supportive institutional frameworks. Int. Rev. Educ. 56(2), 315–328 (2010)CrossRef
33.
Dondlinger, M.J., Wilson, D.A.: Creating an alternate reality: Critical, creative, and empathic thinking generated in the Global Village Playground capstone experience. Thinking Skills and Creativity 7(3), 153–164 (2012)CrossRef
34.
Erhel, S., Jamet, E.: Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Comput. Educ. 67, 156–167 (2013)CrossRef
35.
Evans, C. M. (2020). Measuring Student Success Skills: A Review of the Literature on Collaboration. 21st Century Success Skills. National Center for the Improvement of Educational Assessment.
36.
Fleiss, J.L., Levin, B., Paik, M.C.: The measurement of interrater agreement. Statistical Methods for Rates and Proportions 2(212–236), 22–23 (1981)
37.
Gijlers, H., Saab, N., Van Joolingen, W.R., De Jong, T., Van Hout-Wolters, B.H.A.M.: Interaction between tool and talk: How instruction and tools support consensus building in collaborative inquiry-learning environments. J. Comput. Assist. Learn. 25, 252–267 (2009)CrossRef
38.
Hainey, T., Connolly, T.M., Boyle, E.A., Wilson, A., Razak, A.: A systematic literature review of games-based learning empirical evidence in primary education. Comput. Educ. 102, 202–223 (2016)CrossRef
39.
Hao, J., Liu, L., von Davier, A., & Kyllonen, P. (2015).Assessing collaborative problem solving with simulation based task. In Proceedings of the 11th international conference on computer supported collaborative learning, Gothenburg, Sweden, 7–11 June.
40.
Hartley, C.A., Phelps, E.A.: Anxiety and decision-making. Biol. Psychiat. 72(2), 113–118 (2012)PubMedCrossRef
41.
Hou, H. T., Fang, Y. S., & Tang, J. T. (2021). Designing an alternate reality board game with augmented reality and multi-dimensional scaffolding for promoting spatial and logical ability. Interactive Learning Environments, 1–21.
42.
Hou, H.T.: Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Comput. Hum. Behav. 48, 424–435 (2015)CrossRef
43.
Hou, H. T., Kuo C. C., & Wang, T. S. (2021) The Development and Preliminary Evaluation Learner’s Flow State of an Online Decision-making Detective Game, paper presented at the 13th Asian Conference on Education (ACE2021), Japan, November 25–28, 2021, Tokyo, Japan
44.
Hou, H.T., Wu, C.S., Wu, C.H.: Evaluation of a mobile-based scaffolding board game developed by scaffolding-based game editor: analysis of learners’ performance, anxiety and behavior patterns. Journal of Computers in Education 10(2), 273–291 (2023)CrossRef
45.
Hsieh, Y.H., Lin, Y.C., Hou, H.T.: Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students’ game-based learning. Interact. Learn. Environ. 24(1), 178–193 (2016)CrossRef
46.
Hodges, B.D., Albert, M., Arweiler, D., Akseer, S., Bandiera, G., Byrne, N., Reeves, S.: The future of medical education: a Canadian environmental scan. Med. Educ. 45(1), 95–106 (2011)PubMedCrossRef
47.
Hooshyar, D., Pedaste, M., Yang, Y., Malva, L., Hwang, G. J., Wang, M., ... & Delev, D. (2021). From gaming to computational thinking: An adaptive educational computer game-based learning approach. Journal of Educational Computing Research, 59(3), 383–409.
48.
Hwang, G.J., Wu, P.H., Chen, C.C.: An online game approach for improving students’ learning performance in web-based problem-solving activities. Comput. Educ. 59(4), 1246–1256 (2012)CrossRef
49.
Hwang, G.J., Sung, H.Y., Hung, C.M., Huang, I.: Development of a individualized educational computer game based on students’ learning styles. Education Tech. Research Dev. 60(4), 623–638 (2012)CrossRef
50.
Ji, H., Park, S., Shin, H.W.: Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment. System 105, 102720 (2022)CrossRef
51.
Kang, J., An, D., Yan, L., & Liu, M. (2019). Collaborative Problem-Solving Process in a Science Serious Game: Exploring Group Action Similarity Trajectory. International Educational Data Mining Society, 12th, Montreal, Canada, Jul 2–5.
52.
Kelly, T.L.: The selection of upper and lower groups for the validation of testitems. J. Educ. Psychol. 30, 17–24 (1939)CrossRef
53.
Keller, J.M.: Development and use of the ARCS model of instructional design. J. Instr. Dev. 10(3), 2–10 (1987)MathSciNetCrossRef
54.
Kirschner, P.A., Sweller, J., Kirschner, F., Zambrano, R., J.: From cognitive load theory to collaborative cognitive load theory. Int. J. Comput.-Support. Collab. Learn. 13(2), 213–233 (2018)PubMedPubMedCentralCrossRef
55.
Klaczynski, P.A., Byrnes, J.P., Jacobs, J.E.: Introduction to the special issue: The development of decision making. J. Appl. Dev. Psychol. 22(3), 225–236 (2001)CrossRef
56.
Kocher, M., Strauß, S., Sutter, M.: Individual or team decision-making—causes and consequences of self-selection. Games Econom. Behav. 56(2), 259–270 (2006)MathSciNetCrossRef
57.
Kuo, Y.C., Walker, A.E., Belland, B.R., Schroder, K.E., Kuo, Y.T.: A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments. International Review of Research in Open and Distributed Learning 15(1), 161–181 (2014)CrossRef
58.
Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., Petridis, P.: Essential features of serious games design in higher education: Linking learning attributes to game mechanics. Br. J. Edu. Technol. 48(4), 972–994 (2017)CrossRef
59.
Lin, P.C., Hou, H.T., Wu, S.Y., Chang, K.E.: Exploring college students’ cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools. The Internet and Higher Education 22, 51–56 (2014)CrossRef
60.
Lin, Y. C., & Hou, H. T. (2023). Designing a Strategic Analysis and Planning Skills Training Board Game Using Mobile Technology and a Dual-Scaffolding Mechanism. The Asia-Pacific Education Researcher, 1–15.
61.
Luin, B., & Brcko, T. (2016). Framework for simulation of collision avoidance strategies. In 24th International Symposium on Electronics in Transport ISEP Ljubljana, Slovenia.
62.
Maheu-Cadotte, M. A., Cossette, S., Dubé, V., Fontaine, G., Mailhot, T., Lavoie, P., ... & Mathieu-Dupuis, G. (2018). Effectiveness of serious games and impact of design elements on engagement and educational outcomes in healthcare professionals and students: a systematic review and meta-analysis protocol. BMJ open, 8(3), e019871.
63.
Maryam, B., Sören, H., Gunilla, L.: Putting scaffolding into action: Preschool teachers’ actions using interactive whiteboard. Early Childhood Educ. J. 48(1), 79–92 (2020)CrossRef
64.
Mayer, R.E., Johnson, C.I.: Adding instructional features that promote learning in a game-like environment. Journal of Educational Computing Research 42(3), 241–265 (2010)CrossRef
65.
Mayer, R.E.: Introduction to multimedia learning. In: Mayer, R.E. (ed.) The Cambridge handbook of multimedia learning, pp. 1–24. Cambridge University Press, New York, NY (2014)CrossRef
66.
Moreland, R. L., Levine, J. M., & Wingert, M. L. (2013). Creating the ideal group: composition effects at work. In: E. H. Witte & J. H. Davis (Eds.), Understanding group behavior: small group process and interpersonal relations (Vol. 2, pp. 11–35). Psychology Press.
67.
Morgan, P.M., Tindale, R.S.: Group vs individual performance in mixed-motive situations: Exploring an inconsistency. Organ. Behav. Hum. Decis. Process. 87(1), 44–65 (2002)CrossRef
68.
Molenaar, I., van Boxtel, C.A.M., Sleegers, P.J.C.: The effects of scaffolding metacognitive activities in small groups. Comput. Hum. Behav. 26(6), 1727–1738 (2010)CrossRef
69.
Plass, J.L., Homer, B.D., Kinzer, C.K.: Foundations of game-based learning. Educational psychologist 50(4), 258–283 (2015)
70.
Plisorn, W., & Piriyasurawong, P. (2019). Model of intelligent cloud learning system to develop digital literacy and collaborative learning skills. วารสาร วิชาการ พระจอมเกล้า พระนครเหนือ, 29(3), 518–526.
71.
Ramírez, E., Ortega, A.R., Del Paso, G.A.R.: Anxiety, attention, and decision making: The moderating role of heart rate variability. Int. J. Psychophysiol. 98(3), 490–496 (2015)PubMedCrossRef
72.
Rivera-Vargas, P., Anderson, T., Cano, C.A.: Exploring students’ learning experience in online education: analysis and improvement proposals based on the case of a Spanish open learning university. Education Tech. Research Dev. 69(6), 3367–3389 (2021)CrossRef
73.
Russell, D., & Laffey, J. M. (2016). Handbook of Research on Gaming Trends in P-12 Education: Vol. i (1st ed.). IGI Global.
74.
Roungas, B., & Meijer, S. (2020, November). Towards the Management and Dissemination of Knowledge from Gaming Simulations. In Joint International Conference on Serious Games (pp. 276–288). Springer, Cham.
75.
Sun, C., Shute, V.J., Stewart, A.E., Beck-White, Q., Reinhardt, C.R., Zhou, G., Duran, N., D’Mello, S.K.: The relationship between collaborative problem solving behaviors and solution outcomes in a game-based learning environment. Comput. Hum. Behav. 128, 107120 (2022)CrossRef
76.
Tapingkae, P., Panjaburee, P., Hwang, G.J., Srisawasdi, N.: Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions. Comput. Educ. 159, 103998 (2020)CrossRef
77.
Türkistanli, T.T., Kuleyin, B.: Game-based learning for better decision-making: A collision prevention training for maritime transportation engineering students. Comput. Appl. Eng. Educ. 30(3), 917–933 (2022)CrossRef
78.
Verkijika, S.F., De Wet, L.: Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa. Comput. Educ. 81, 113–122 (2015)CrossRef
79.
Vermillion, S. D., Malak, R. J., Smallman, R., Becker, B., Sferra, M., & Fields, S. (2017). An investigation on using serious gaming to study human decision-making in engineering contexts. Design Science, 3.
80.
Vosniadou, S. (2001). Conceptual change research and the teaching of science. In Research in science education-past, present, and future (pp. 177–188). Springer, Dordrecht.
81.
Vygotsky, L.: Interaction between learning and development. Read. Dev. Child. 23(3), 34–41 (1978)
82.
Wang, L.C., Chen, M.P.: The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning. Innov. Educ. Teach. Int. 47(1), 39–52 (2010)CrossRef
83.
Wang, X., Goh, D.H.L., Lim, E.P.: Understanding Continuance Intention toward Crowdsourcing Games: A Longitudinal Investigation. International Journal of Human-Computer Interaction 36(12), 1168–1177 (2020)CrossRef
84.
Weinberger, A., Stegmann, K., Fischer, F.: Learning to argue online: Scripted groups surpass individuals (unscripted groups do not). Comput. Hum. Behav. 26, 506–515 (2010)CrossRef
85.
Wishart, J.M., Oades, C.E., Morris, M.: Using online role play to teach internet safety awareness. Comput. Educ. 48(3), 460–473 (2007)CrossRef
86.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. journal of Child Psychology and Psychiatry, 17, 89—100.
87.
Yang, J.C., Lin, M.Y.D., Chen, S.Y.: Effects of anxiety levels on learning performance and gaming performance in digital game-based learning. J. Comput. Assist. Learn. 34(3), 324–334 (2018)CrossRef
88.
Yang, Y. F., Goh, A. P., Hong, Y. C., & Chen, N. S. (2021). Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning. Computer Assisted Language Learning, 1–21.
89.
Young, M.F., Slota, S., Cutter, A.B., Jalette, G., Mullin, G., Lai, B., et al.: Our princess is in another castle: a review of trends in serious gaming for education. Rev. Educ. Res. 82, 61–89 (2012)CrossRef
90.
Zhang, M., Quintana, C.: Scaffolding strategies for supporting middle school students’ online inquiry processes. Comput. Educ. 58(1), 181–196 (2012)CrossRef
Metadaten
Titel
Game-based collaborative decision-making training: a framework and behavior analysis for a remote collaborative decision-making skill training game using multidimensional scaffolding
verfasst von
Chih-Chen Kuo
Huei-Tse Hou
Publikationsdatum
20.03.2024
Verlag
Springer Berlin Heidelberg
Erschienen in
Universal Access in the Information Society
Print ISSN: 1615-5289
Elektronische ISSN: 1615-5297
DOI
https://doi.org/10.1007/s10209-024-01103-4

Premium Partner

    Bildnachweise