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“A Learning Analytics Approach Towards Understanding Collaborative Inquiry In A Problem-based Learning Environment” Metadata:

  • Title: ➤  A Learning Analytics Approach Towards Understanding Collaborative Inquiry In A Problem-based Learning Environment
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  • Internet Archive ID: osf-registrations-648cx-v1

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This exploratory article highlights how problem-based learning (PBL) provided the pedagogical framework used to design and interpret learning analytics from [GAME], a collaborative game-based learning environment centered on supporting science inquiry. Results showed that students learned the targeted content after engaging with the game-based learning environment. Clusters based on the PCA revealed four main ways of engaging in the game-based learning environment: (1) high collaborative sensemaking, (2) low collaborative sensemaking, (3) high self-directed actions and low collaborative sensemaking, and (4) moderate collaborative sensemaking. Although students who scored lower spent more time in chat and engaging in voting tasks, qualitative analysis revealed that these groups engaged in metacognitive discussions that left less time for discussions about the content, whereas groups that scored higher in the post-test engaged in more in-depth scientific discussions. These findings have implications for designing adaptive support that responds to students’ interactions with in-game activities.

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"A Learning Analytics Approach Towards Understanding Collaborative Inquiry In A Problem-based Learning Environment" is available for download from The Internet Archive in "data" format, the size of the file-s is: 0.07 Mbs, and the file-s went public at Mon Jul 25 2022.

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  • Added Date: 2022-07-25 06:00:39
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