Using Epistemic Network Analysis to Examine Discourse and Scientific Practice During a Collaborative Game

Abstract

According to the National Research Council, the ability to collaboratively solve problems is of the utmost importance in scientific careers, yet students are not exposed to learning experiences that promote such expertise. Recent studies have found that interdependent roles used within collaborative mobile games are an effective way to scaffold collaborative problem solving. School Scene Investigators: The Case of the Mystery Powder, a collaborative mobile game, incorporated interdependent roles in order to foster collaborative problem solving and promote scientific practice. Using epistemic network analysis (ENA), this study examined the conversational discourse of game teams to determine what connections exist between communication responses, language style, and scientific practice. Data included audio transcripts of three teams that played through the game. Transcripts were qualitatively coded for five types of scientific practice aligned to the National Research Council framework for K-12 science education, three types of communication responses (accept/discuss/reject), and an emergent language style (communal). ENA revealed that students developed scientific practices during gameplay. ENA also identified engaged communication responses and communal language style as two types of collaborative discourse used within School Scene Investigators: The Case of the Mystery Powder that fostered key linkages to effective data analysis and interpretation.