It’s better to talk with honey than vinegar: Insights into collaborative learning within mobile AR...

GLS 10.0 Denise M. Bressler, PhD June 12, 2014

It’s better to talk with honey than vinegar:

Insights into collaborative

learning within mobile AR games

PROLOGUE

OVERVIEW

Theoretical Framework

Overview of Treatment Conditions

Methods

Results and Discussion

Implications

OVERVIEW

What inspired me?

What did I do?

How did I study it?

What did I learn?

Why is it important?

School is not

engaging enough...

… but games are

engaging.

INTERDEPENDENT ROLES

Chemist Cryptologist Computer Hacker FBI Agent

OVERVIEW

What inspired me?

What did I do?

How did I study it?

What did I learn?


I did an… experiment!

Business-as-usual

Mobile AR game

TRANSFORMING THE LAB INTO MY MOBILE AR GAME

First, we need some suspects

for a story arc…

we needa crimescene…

You're theSocial Networker

You're thePhotographer

You're theTechie

You're thePyro-technician

…start layering the story into the environment…

…spice things up a little bit…

…add some authenticity…

OVERVIEW

What inspired me?

What did I do?

How did I study it?

What did I learn?


METHODOLOGY

Multiple case study approach

6 teams = 6 cases(3 game teams & 3 control

teams)

Within-case and cross-case analysis

Above Average Average Below

AverageControl Team C1 Team C2 Team C3Experiment Team E1 Team E2 Team E3

Audio recordings ofcollaborative discourse

Photographs

Field notes

RESEARCH QUESTIONS

1. How do communication responses within game teams

compare to those within control teams?

2. How do scientific practices of game teams compare to those of control teams?

3. How else are treatment groups different whenconversations are analyzed at the team

level?

Code for scientific practices; cross-case synthesis

Code for accept, discuss, & reject responses; cross-case synthesis

Coding from the ground up; cross-case synthesis

OVERVIEW

What inspired me?

What did I do?

How did I study it?

What did I learn?


WHAT DID I LEARN

…about communications responses?

…about scientific practices?

…about language style?

CONTROL RESPONSES - EXAMPLE

S1: Now which one are you doing? This is baking soda.S2: No, it’s not.S1: Yes, it is.(Team C2 Conversation, 364:366)


S1: Okay, I’m doing sugar.S2: No, I already told you.S3: No, he already said it. You can’t ….S1: No, you said burning.S3: No, he’s doing sugar.(Team C2 Conversation, 582:586)


Oh, my God, could someone like kick him out of the group please?

(Team C2 Conversation, 1410)

EXPERIMENT RESPONSES - EXAMPLE

S1: Okay, we have to go to the woodshop.S2: All right, and the art room.(Team E1 Conversation, 422:423)

EXPERIMENT RESPONSES - EXAMPLE

S1: The only one that fizzed was this, the baking soda. The other one didn’t fizz.S2: So the vinegar?S1: The cornstarch didn’t fizz.S3: Cornstarch did not.S1: Did not fizz.S4: What about the iodine?S3: It turned orange and looked like fleshy …. (Team E1 Conversation, 467:473)

Above Average Average Below Average

Control

Moderate reject (16)Moderate discuss (21)Moderate accept (15)

High reject (37)Moderate discuss (19)Moderate-low accept (13)

Moderate-high reject (26)Moderate-high discuss (26)Moderate accept (21)

Experiment

Low reject (6)High discuss (33)High accept (31)

Moderate reject (18)Very high discuss (59)Moderate-high accept (23)

Low reject (2)Very high discuss (47)Moderate-low accept (14)

Scale to determine response levels was:• low (6 and under)• moderate-low (7-14) • moderate (15-22)• moderate-high (23-30)• high (31-38)• very high (over 39)

COMMUNICATION RESPONSES

WHAT DID I LEARN




Games teams used more accept and discuss responses. Control teams used more reject responses.


Control

Interpreting data: Very high (59)Planning investigation: High (13)Arguing with evidence: Moderate (7)Constructing explanations: Moderate (6)Defining the problem: Moderate (6)

Interpreting data: Very high (106)Planning investigation: High (13)Constructing explanations: Moderate (7)Defining the problem: Low (3)Arguing with evidence: Low (3)

Interpreting data: Very high (65)Planning investigation: High (13)Constructing explanations: Low (3)Defining the problem: Low (1)Arguing with evidence: Low (2)

Experiment

Interpreting data: Very high (21)Constructing explanations: High (9)Arguing with evidence: Moderate (6)Defining the problem: Moderate (5)Planning investigation: Low (4)


Interpreting data: Very high (30)Defining the problem: High (11)Arguing with evidence: Moderate (5)Constructing explanations: Low (4)Planning investigation: Low (2)

SCIENTIFIC PRACTICES

The cornstarch burned and turned brown and colored, and then the sugar melted and it looked like yellow acid. (Team E2 Conversation, 668)This is the baking soda one. So for that one it reacted and started to bubble. (Team E3 Conversation, 802)

R: Ooh, this one breaks.R: This one got hard.R: Ooh, it’s like jelly.(Team C1 Conversation, 394:396)

It looks like boogers and snot. (Team C2 Conversation, 405)

Game Control

INTERPRETING DATA

Game Control

INTERPRETING DATA

Descriptive wording

(more specifics)

Lacked details (more confusion)


Control

Interpreting data: Very high (59)Planning investigation: High (13)Arguing with evidence: Moderate (7)Constructing explanations: Moderate (6)Defining the problem: Moderate (6)

Interpreting data: Very high (106)Planning investigation: High (13)Constructing explanations: Moderate (7)Defining the problem: Low (3)Arguing with evidence: Low (3)

Interpreting data: Very high (65)Planning investigation: High (13)Constructing explanations: Low (3)Defining the problem: Low (1)Arguing with evidence: Low (2)

Experiment



Interpreting data: Very high (30)Defining the problem: High (11)Arguing with evidence: Moderate (5)Constructing explanations: Low (4)Planning investigation: Low (2)

SCIENTIFIC PRACTICES

WHAT DID I LEARN





Games teams were stronger on 4 out of the 5 practices. Control teams planned their investigation better.*

“go get the other one” (Team C3 Conversation, 285)

LANGUAGE STYLE“don’t reach across the table like that—here—give it” (Team C1 Conversation, 510)

“put the whole entire thing in” (Team C2 Conversation, 122)

COMMAND COMMUNAL

“go get the other one” (Team C3 Conversation, 285)

LANGUAGE STYLE“we have a new quest” (Team E1 Conversation, 480).

“where are we going?” (Team E2 Conversation, 969).

“Okay, so, well, we have to do all of them, so why don’t we go to the woodshop first because it’s right here.” (Team E3 Conversation, 584).

“don’t reach across the table like that—here—give it” (Team C1 Conversation, 510)

“put the whole entire thing in” (Team C2 Conversation, 122)

COMMAND COMMUNAL

“[you] go get the other one” (Team C3 Conversation, 285)

LANGUAGE STYLE“we have a new quest” (Team E1 Conversation, 480).

“where are we going?” (Team E2 Conversation, 969).

“Okay, so, well, we have to do all of them, so why don’t we go to the woodshop first because it’s right here.” (Team E3 Conversation, 584).

“[you] don’t reach across the table like that—here—give it” (Team C1 Conversation, 510)

“[you] put the whole entire thing in” (Team C2 Conversation, 122)

COMMAND COMMUNAL

Commands Communal

Team E1 Low (6) High (39)

Team E2 Moderate (23) High (63)

Team E3 Moderate (32) High (43)

Team C1 Moderate (28) Moderate (22)

Team C3 High (49) Low (7)

Team C2 High (50) Low (17)

LANGUAGE STYLE

WHAT DID I LEARN…about communications

responses?




Games teams were stronger on 4 out of the 5 practices. Control teams planned their investigation better.

Games teams used more honey. Control teams used more vinegar.

OVERVIEW

What inspired me?

What did I do?

How did I study it?

What did I learn?


FOSTERING COLLABORATION

An important 21st century skill

Control: Roles undefined

You're theSocial Networker

You're thePhotographer

You're theTechie

You're thePyro-technician

Game: Roles defined

Interdependence promotes learning

…but this is nothing new, Denise!

INTERDEPENDENT ROLES

Chemist Cryptologist Computer Hacker FBI Agent

Meaningful learning? NO

High reject

responses

High use of

commands

Less scientifi

c practice

Meaningful learning? YES

High accept and

discuss

High use of

communal

More scientifi

c practice

We have some insights intocollaborative learningwithin mobile AR games

and…

THE WRAP-UP

A SCALABLE MODEL!

1. ENHANCE SCIENTIFI

C PRACTICE

2. FOSTER 21st

CENTURYLEARNING SKILLS

School is a snore...

…school is so much more!

ANY QUESTIONS?

Denise M. Bressler, [email protected]

It’s better to talk with honey than vinegar: Insights into collaborative learning within mobile AR...

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