The Development of Autonomous Student Learning Networks: Patterns of Interactions in an Open World Learning Environment for Teachers Exploring Teaching with and through Computer Science

Gerald Ardito,Betül Czerkawski

doi:10.3390/su13168696

Abstract

This pilot case study sought to investigate patterns of interactions between learners and their instructor in a teacher education course called “Computer Science for Teachers”. This course was constructed to leverage aspects of open world game design elements in order to investigate the effects of degrees of autonomy in gameplay/learning. This course was conducted in a specially built social learning platform based on Elgg software. Student interactions with the instructor and other students in this course were analyzed to determine the learning networks students constructed during each key learning activity as well as the epistemic spaces defined by these interactions. Descriptive statistics along with social network analysis (SNA) and epistemic network analysis (ENA) were used to investigate these data. The findings indicate that more traditional/less open world gaming type learning activities were associated with learning networks and epistemic spaces that were teacher-centered and narrower, while more open world gaming/high levels of autonomy (student-centric) learning activities were associated with learning networks that were highly decentralized and epistemic spaces that featured students asking and answering questions of/for one another. These findings were consistent with existing research into player behavior in open world type games and learner behavior in settings with high levels of autonomy support. Implications for further research are discussed.

Highlights

Games and learning have had a long, adjacent history
We investigated the effects of an open world type learning environment and its associated learning activities on pre-service and in-service teachers in a graduate level educational technology pedagogy course called “Computer Science for Teachers.”
All of the autonomy-supportive and competence-supportive features we manipulated have been adopted in many successful video games by designers and developers intuitively, our findings suggest that well-established theories can prescribe a systematic guideline for design choices, which goes beyond the intuitive seat-of-the-pants reasoning

Summary

Introduction

Games and learning have had a long, adjacent history. In hunter-gatherer and agrarian cultures, children played games that presaged work and cultural norms [1]. This play helped prepare them to be successful adults. The song “London Bridge is Falling Down”. Its associated dance/play may have helped children make sense of plague times. Children everywhere seem to create games that help them understand the worlds they occupy. Playing “school,” for example, provides children across the world with the means to make sense of and integrate the power dynamics (teachers tell students what to do) and social norms (children sit quietly following the “teacher’s” instructions) inherent in their early experiences of schools

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Conclusion