| Title: |
Exploring Facilitation Strategies to Support Socially Shared Regulation in a Problem-Based Learning Game |
| Language: |
English |
| Authors: |
Chen Feng; Haesol Bae; Krista Glazewski; Cindy E. Hmelo-Silver; Thomas A. Brush; Bradford W. Mott; Seung Y. Lee; James C. Lester |
| Source: |
Educational Technology & Society. 2024 27(3):318-334. |
| Availability: |
International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/ |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
National Science Foundation (NSF), Division of Information and Intelligent Systems (IIS); National Science Foundation (NSF), Division of Social and Economic Sciences (SES); National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: |
1839966; 1840120; 1561655; 1561486 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Middle School Students; Middle School Teachers; Game Based Learning; Problem Based Learning; Cooperative Learning; Learning Strategies; Group Discussion; Participative Decision Making; Group Dynamics; Active Learning |
| DOI: |
10.30191/ETS.202407_27(3).SP08 |
| ISSN: |
1176-3647; 1436-4522 |
| Abstract: |
Successful problem-based learning (PBL) often requires students to collectively regulate their learning processes as a group and engage in socially shared regulation of learning (SSRL). This paper focuses on how facilitators supported SSRL in the context of middle-school game-based PBL. Using conversation analysis, this study analyzed text-based chat messages of facilitators and students collected during gameplay. The analysis revealed direct modeling strategies such as performing regulative processes, promoting group awareness, and dealing with contingency as well as indirect strategies including prompting questions and acknowledgment of regulation, and the patterns of how facilitation faded to yield responsibilities to students to regulate their own learning. The findings will inform researchers and practitioners to design prompts and develop technological tools such as adaptive scaffolding to support SSRL in PBL or other collaborative inquiry processes. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1437372 |
| Database: |
ERIC |