An exploration of interrelationships among presence indicators of a community of inquiry in a 3D game-like environment for high school programming courses
نویسنده
چکیده
An increasing number of instructional technologists and scholars seek to develop and propose digital learning platforms for the implementation of constructivist-oriented learning scenarios in introductory programming courses. The combination of Open Sim and Scratch4OS can be a worthwhile innovation for high school students to learn basic programming concepts using a Community of Inquiry (CoI) model as a theoretical instructional design framework. However, the clarification of students’ presence indicators, which correlate positively or negatively their meaningful engagement, is still lacking from the international literature. This study had a threefold purpose to present: (a) a rationale behind the utilization of Open Sim and Scratch4OS for learning basic programming concepts via a 3D multi-user game-like environment, (b) an instructional design framework for the beneficial formalization of a virtual community using CoI model that delivered in blended instructional format (face-to-face and supplementary online), and (c) the results of linear correlations to amplify the interrelationships among presence indicators (cognitive, social, and teaching) of a CoI model. Eighty-one (81) high school students participated voluntarily in several programming courses, which were held in a 3D game-like environment underpinned by Papert’s theory of Constructionism. The empirical study findings indicated that social presence (communication and cohesiveness of a group) had not only a direct correlation with the cognitive presence (learning process for the construction of knowledge), but had also a positive association with teaching presence (organization, planning, and guidance of learning activities), and it essentially reinforced them both. The contribution of this study highlights the fundamental issues of cooperation, socialization, retention, and attendance rates rising among students’ interactions who may avouch the multiple dimensions to empower their management and learning responsibilities in collaborative problem-based tasks.
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ورودعنوان ژورنال:
- Interactive Learning Environments
دوره 25 شماره
صفحات -
تاریخ انتشار 2017