Please use this identifier to cite or link to this item:
Title: Learning From and About Failure in a Hybrid Collaborative Game Environment
Authors: Yan, Shulong
Keith, Charles
Xia, Yu
Borge, Marcela
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Yan, S., Keith, C., Xia, Y., & Borge, M. (2022). Learning from and about failure in a hybrid collaborative game environment. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 815-822). International Society of the Learning Sciences.
Abstract: Traditional classroom culture and social norms might stigmatize failure and hurt learners' self-esteem. Consequently, learners might miss learning opportunities by avoiding failure to cope with the negativity. Scholars argue the importance of creating learning environments that allow learners to reframe failure as learning opportunities through iteration. This paper re-examines an instructional failure session in a hybrid collaborative game environment to understand how failure and learning processes emerged. We adopt a micro-ecological approach to analyze video format data collected in an afterschool design club. The analysis shows that failure and learning might begin as individual actions but can ripple across the small group and the community to create learning opportunities, especially when the environment supports playfulness and improvisation. Findings suggest that allowing the learning design and enactment to interact can support expansive learning.
Description: Long Paper
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
ICLS2022_815-822.pdf504.38 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.