Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6442
Title: Using Activity Theory to Understand the Synergy Between Human and Computer Support in Collaborative Inquiry Learning
Authors: Saleh, Asmalina
Bae, Haesol
Hmelo-Silver, Cindy E.
Glazewski, Krista
Chen, Yuxin
Mott, Bradford
Lester, James C.
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Saleh, A., Bae, H., Hmelo-Silver, C. E., Glazewski, K., Chen, Y., Mott, B., & Lester, J. C. (2020). Using Activity Theory to Understand the Synergy Between Human and Computer Support in Collaborative Inquiry Learning. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1785-1786). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: We draw on activity theory to design and analyze collaborative learning systems to help understand the synergies between human and computer support in scaffolding collaborative inquiry learning. We report on a classroom implementation of a game-based learning environment focusing on how scaffolds (i.e., rules) embedded in the tools support collaborative inquiry. Findings suggest that the uptake of certain scaffolds can sometimes uncover tensions in activity, highlighting which scaffolds can be computer or human-supported
URI: https://doi.dx.org/10.22318/icls2020.1785
https://repository.isls.org//handle/1/6442
Appears in Collections:ICLS 2020

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