Show simple item record

dc.contributor.authorHämäläinen, Raija
dc.contributor.authorOksanen, Kimmo
dc.date.accessioned2015-03-09T06:17:57Z
dc.date.available2015-03-09T06:17:57Z
dc.date.issued2012
dc.identifier.citationHämäläinen, R., & Oksanen, K. (2012). Challenge of supporting vocational learning: Empowering collaboration in a scripted 3D game – How does teachers’ real-time orchestration make a difference?. <i>Computers & Education</i>, <i>59</i>(2), 281–293. <a href="https://doi.org/10.1016/j.compedu.2012.01.002" target="_blank">https://doi.org/10.1016/j.compedu.2012.01.002</a>
dc.identifier.otherCONVID_21436300
dc.identifier.otherTUTKAID_50592
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/45464
dc.description.abstractAlong with the development of new technologies, orchestrating computer-supported collaborative learning (CSCL) has become a topic of discussion because new learning spaces challenge teacher to support collaborative learning in new ways. However, despite the optimistic notions of teachers’ orchestration in CSCL situations, there are still no systematic research findings on real-time orchestration. This study is one attempt to fill in the knowledge gap on understanding the differences in knowledge construction processes between settings with and without teachers’ real time orchestration in 3D learning games from a socio-cultural perspective. The aims of the study are twofold. The first aim is to design a scripted 3D learning game to practice inter-professional knowledge construction in a vocational context. The second goal is to determine the main differences in knowledge construction processes in 3D game settings with and without real-time teacher orchestration. Findings provide new insights into what actually happens in collaboration processes within different learning settings. Specifically, students in settings with real-time teacher orchestration used more effort to provide knowledge (especially explaining one’s own situation) and less effort for other inputs (in particular, off-task discussion). Thus, a scripted 3D game itself guided and helped groups to solve tasks. However, teachers’ professional competencies also helped to reduce off-task discussions during the 3D game, develop a shared understanding of the tasks’ inter-professional nature, and explain activities in a meaningful way.fi
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesComputers & Education
dc.subject.otherOpetuksen suunnittelu
dc.subject.other3D pelit
dc.subject.otherOrchestrating computer-supported collaborative learning (CSCL)
dc.subject.otherSocio-cultural approach
dc.subject.otherVocational learning
dc.subject.other3D learning game
dc.titleChallenge of supporting vocational learning: Empowering collaboration in a scripted 3D game – How does teachers’ real-time orchestration make a difference?
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201503061436
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2015-03-06T16:30:07Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange281–293
dc.relation.issn0360-1315
dc.relation.numberinseries2
dc.relation.volume59
dc.type.versionacceptedVersion
dc.rights.copyright© 2012 Elsevier. This is a final draft version of an article whose final and definitive version has been published by Elsevier.
dc.rights.accesslevelopenAccessfi
dc.subject.ysokehittämistutkimus
jyx.subject.urihttp://www.yso.fi/onto/yso/p26823
dc.relation.doi10.1016/j.compedu.2012.01.002


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record