Connecting student information resource uses to learning outcomes in guided discovery-based game design

Reynolds, Rebecca

Permalink

https://hdl.handle.net/2142/89313 Copy

Description

Title

Connecting student information resource uses to learning outcomes in guided discovery-based game design

Author(s)

Reynolds, Rebecca

Issue Date

2016-03-15

Keyword(s)

• learning management system
• discovery-based learning
• game design
• information-seeking
• digital literacy
• information literacy

Abstract

This research study investigates middle school and high school students’ use of a wiki-based learning management system as a coordinating representation in the context of their guided discovery-based game design work. The study aims to (a) consider/validate the quality of Google Analytics page read data as a source of insight for research; (b) describe activity patterns; (c) investigate possible relationships between measured activity patterns and student learning outcomes; and (d) consider implications for practice, such as enhanced teacher training, program improvements, and even development of LMS information system diagnostic tools. Findings indicate positive relationships between resource uses and game quality outcome scores (a measure of student knowledge-building), across as several LMS curriculum page types including social media pages (Profile pages and Team pages) and information resource pages (Intro, Unit 3, and Actionscript tutorials). The research supports effectiveness of guided discovery-based learning in supporting knowledge-building, and holds local pragmatic implications for optimization of the e-learning system under investigation, as well as methodological and theoretical implications for the bridging fields of information and learning sciences.

Publisher

iSchools

Series/Report Name or Number

IConference 2016 Proceedings

Type of Resource

text

Language

eng

Permalink

http://hdl.handle.net/2142/89313

DOI

https://doi.org/10.9776/16314

Copyright and License Information

Copyright 2016 is held by the authors. Copyright permissions, when appropriate, must be obtained directly from the authors.

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