Socially Shared Regulation of Learning in Game-Based Collaborative Learning Environments Promotes Algorithmic Thinking, Learning Participation and Positive Learning Attitudes

Autor/inn/en	Li, Jiansheng; Lin, Yuyu; Sun, Mingzhu; Shadiev, Rustam
Titel	Socially Shared Regulation of Learning in Game-Based Collaborative Learning Environments Promotes Algorithmic Thinking, Learning Participation and Positive Learning Attitudes
Quelle	In: Interactive Learning Environments, 31 (2023) 3, S.1715-1726 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1857783
Schlagwörter	Cooperative Learning; Game Based Learning; Educational Environment; Algorithms; Thinking Skills; Student Participation; Positive Attitudes; Student Attitudes; Educational Attitudes; Programming; Teaching Methods; Learning Processes; Middle School Students; Foreign Countries; Instructional Effectiveness; China + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Algorithm; Algorithmus; Denkfähigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Unterrichtserfolg
Abstract	This study examined whether socially shared regulation of learning (SSRL) enhances students' algorithmic thinking performance, promotes learning participation and improves students' learning attitudes through game-based collaborative learning. The students learned algorithmic knowledge and completed programing tasks using Kodu, a new visual programing language made specifically for creating games. The teaching and learning program lasted for six weeks, during which time the students attended a 45-minute algorithmic thinking class every week. Students in the experimental group were engaged in SSRL, whereas students in the control group were not. All the students completed three algorithmic thinking tests and a learning attitudes questionnaire. The results revealed that the students in both groups gained knowledge during the game-based collaborative learning and that there was not a significant difference between the two groups with respect to learning performance. However, SSRL had significant effects on student learning participation and learning attitudes. The results suggested that game-based collaborative learning environments enhanced students' algorithmic thinking performance. In addition, SSRL, when incorporated in game-based collaborative learning environments, promoted student participation in learning and improved students' attitudes towards learning. This study provides important insights into game-based collaborative learning with SSRL intervention for instructional design. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01