Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9249
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dc.contributor.authorHong, Daeun-
dc.contributor.authorZou, Xiaotian-
dc.contributor.authorWang, Tianshu-
dc.contributor.authorHmelo-Silver, Cindy E.-
dc.contributor.authorGlazewski, Krista-
dc.contributor.authorUttamchandani, Suraj-
dc.contributor.authorMott, Bradford-
dc.contributor.authorLester, James-
dc.date.accessioned2023-10-10T01:37:00Z-
dc.date.available2023-10-09T21:32:32Z-
dc.date.available2023-10-10T01:37:00Z-
dc.date.issued2023-
dc.identifier.citationHong, D., Zou, X., Wang, T., Hmelo-Silver, C. E., Glazewski, K., Uttamchandani, S., Mott, B., Lester, J. (2023). Towards understanding collaborative scientific inquiry practices in CSCL classrooms with in-game data. In Damșa, C., Borge, M., Koh, E., & Worsley, M. (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023 (pp. 396-397). International Society of the Learning Sciences.en
dc.identifier.urihttps://doi.org/10.22318/cscl2023.271872-
dc.identifier.urihttps://repository.isls.org//handle/1/9249-
dc.descriptionPosteren
dc.description.abstractThis paper explores how digital traces within a CSCL classroom can provide evidence to better understand development of students’ practices in scientific inquiry. With trace log data, we found several in-game patterns associated with inquiry practices, which implies that trace log data might provide be digital evidence accounting for student learning gains and trajectory of students’ scientific inquiry practices within a CSCL classroom.en
dc.publisherInternational Society of the Learning Sciences-
dc.relation.ispartofurn:ISBN:978-1-7373306-8-4-
dc.relation.ispartofProceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023, pp. 396-397-
dc.subjectCSCLen
dc.titleTowards Understanding Collaborative Scientific Inquiry Practices in CSCL Classrooms With In-Game Dataen
dc.typeconferencePaper-
dc.identifier.doi10.22318/cscl2023.271872-
Appears in Collections:ISLS Annual Meeting 2023

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