Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6442
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dc.contributor.authorSaleh, Asmalina
dc.contributor.authorBae, Haesol
dc.contributor.authorHmelo-Silver, Cindy E.
dc.contributor.authorGlazewski, Krista
dc.contributor.authorChen, Yuxin
dc.contributor.authorMott, Bradford
dc.contributor.authorLester, James C.
dc.date.accessioned2020-07-08T23:53:48Z
dc.date.accessioned2020-07-09T04:29:39Z-
dc.date.available2020-07-08T23:53:48Z
dc.date.available2020-07-09T04:29:39Z-
dc.date.issued2020-06
dc.identifier.citationSaleh, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.1785
dc.identifier.urihttps://repository.isls.org//handle/1/6442-
dc.description.abstractWe 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-supporteden_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectDesignen_US
dc.titleUsing Activity Theory to Understand the Synergy Between Human and Computer Support in Collaborative Inquiry Learningen_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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