Effectiveness of Collaborative Learning with 3D Virtual Worlds

Autor/inn/en	Cho, Young Hoan; Lim, Kenneth Y. T.
Titel	Effectiveness of Collaborative Learning with 3D Virtual Worlds
Quelle	In: British Journal of Educational Technology, 48 (2017) 1, S.202-211 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12356
Schlagwörter	Cooperative Learning; Electronic Learning; Affordances; Academic Achievement; Instructional Effectiveness; Problem Solving; Observation; Secondary School Students; Geography; Student Motivation; Teaching Methods; Conventional Instruction; Comparative Analysis; Achievement Gains; Outcomes of Education; Cognitive Processes; Difficulty Level + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Schulleistung; Unterrichtserfolg; Problemlösen; Beobachtung; Sekundarschüler; Geografie; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	Virtual worlds have affordances to enhance collaborative learning in authentic contexts. Despite the potential of collaborative learning with a virtual world, few studies investigated whether it is more effective in student achievements than teacher-directed instruction. This study investigated the effectiveness of collaborative problem solving and collaborative observation using virtual worlds. Secondary school students (n = 101) participated in the study as part of their coursework in three geography classes. This study found that collaborative problem solving and observation were more effective in facilitating and maintaining intrinsic motivation than teacher-directed instruction. Students in the collaborative observation condition outperformed those in the other conditions when it came to knowledge gains. Lastly, collaborative problem solving and observation were more beneficial for group performance than teacher-directed instruction. These results were discussed in regard to the impacts of interactive learning and the cognitive load of using virtual worlds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01