Levels of articulated reasoning in spontaneous face-to-face collaborations and online forum postings surrounding a singleplayer physics game in public middle school classrooms

D. B. Clark; B. Smith; S. Zuckerman; S. C. Wilson; J. Ssebikindu; G. Van Eaton

Levels of articulated reasoning in spontaneous face-to-face collaborations and online forum postings surrounding a singleplayer physics game in public middle school classrooms

D. B. Clark, B. Smith, S. Zuckerman, S. C. Wilson, J. Ssebikindu, G. Van Eaton

Research output: Contribution to journal › Conference article › peer-review

Abstract

This poster explores the levels of reasoning articulated in (a) the spontaneous face-to-face collaborations that naturally occurred in classrooms where students were all playing a single-player game designed to support learning of Newtonian mechanics and (b) in online forums that were created for the students to share hints and strategies about each level in the game. Interestingly, levels of articulated reasoning were very low in face-to-face interactions but much higher in the online forums.

Original language	English (US)
Pages (from-to)	235-236
Number of pages	2
Journal	Computer-Supported Collaborative Learning Conference, CSCL
Volume	2
State	Published - 2013
Externally published	Yes
Event	10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 - Madison, WI, United States Duration: Jun 15 2013 → Jun 19 2013

ASJC Scopus subject areas

Human-Computer Interaction
Education

Cite this

Levels of articulated reasoning in spontaneous face-to-face collaborations and online forum postings surrounding a singleplayer physics game in public middle school classrooms. / Clark, D. B.; Smith, B.; Zuckerman, S. et al.
In: Computer-Supported Collaborative Learning Conference, CSCL, Vol. 2, 2013, p. 235-236.

Research output: Contribution to journal › Conference article › peer-review

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AB - This poster explores the levels of reasoning articulated in (a) the spontaneous face-to-face collaborations that naturally occurred in classrooms where students were all playing a single-player game designed to support learning of Newtonian mechanics and (b) in online forums that were created for the students to share hints and strategies about each level in the game. Interestingly, levels of articulated reasoning were very low in face-to-face interactions but much higher in the online forums.

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Levels of articulated reasoning in spontaneous face-to-face collaborations and online forum postings surrounding a singleplayer physics game in public middle school classrooms

Abstract

ASJC Scopus subject areas

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