Article

A needs analysis for instructional support in LegSim

Authors:

Mahesh Joshi,

Yi-Chia Wang,

John Wilkerson,

Carolyn RoséAuthors Info & Claims

ICLS'08: Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3

Pages 53 - 54

Published: 24 June 2008 Publication History

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Abstract

The primary research question we address in this paper is the extent to which participation within a well-established game-based learning environment for Civics instruction called LegSim (Legislative Simulation) supports the needed development of argumentation skills. Our analysis suggests that although environments like LegSim offer great potential for providing students with valuable opportunities to develop important skills, active support during participation is needed to ensure that students take these opportunities when they are presented (1).

References

[1]

Alessi, S. (2000). Building versus using simulations. In J. M. Spector & T. M. Anderson. (Eds) Integrated & holistic perspectives on learning, instruction and technology: Understanding complexity. The Netherlands, Kluwer: 175-196.

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[2]

Dörner, D. (1996). The logic of failure: strategic thinking for complex situations. New York, Henry Holt and Company.

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[3]

Kumar, R., Rosé, C. P., Wang, Y. C., Joshi, M., Robinson, A. (2007). Tutorial dialogue as adaptive collaborative learning support. In Proceedings of AIED 2007, 383-390.

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[4]

Rosé, C. P., Wang, Y. C., Cui, Y., Arguello, J., Stegmann, K., Weinberger, A., Fischer, F., (In Press). Analyzing Collaborative Learning Processes Automatically: Exploiting the Advances of Computational Linguistics in Computer-Supported Collaborative Learning. International Journal of Computer Supported Collaborative Learning.

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[5]

Wilkerson, J. & Fruland, R. (2006). Simulating a federal legislature. Academic Exchange: Teaching Political Science. 10(4).

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ICLS'08: Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3

June 2008

421 pages

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International Society of the Learning Sciences

Publication History

Published: 24 June 2008

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Overall Acceptance Rate 307 of 307 submissions, 100%

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Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments