Using a game environment to foster collaborative learning: a design‐based study

Abstract

Designing collaborative three‐dimensional learning games for vocational learning may be one way to respond to the needs of working life. The theoretical vantage points of collaborative learning for game development and the ‘design‐based research’ methodology are described; these have been used to support collaborative learning in the vocational context. The aim of the empirical study is to determine, firstly, what kinds of design elements were essential from the point of view of the collaboration, and secondly, what kinds of discussions students engage in during the game. In this study, three essential features of design elements stood out. Firstly, the scripted tasks have to require true collaboration. Secondly, curricular‐specific learning tasks are essential. And, finally, it is beneficial if the game design addresses aspects of vocational work in a manner that would not be possible in traditional classroom settings. Furthermore, this study indicates that groups engaged in shared collaboration in which students actively provided information and asked questions.

Keywords:

• learning games
• collaborative learning
• collaboration macro‐scripts
• design‐based study
• qualitative approach

Acknowledgements

This research was supported by the Academy of Finland (Project 121097). The development of the game was supported by the EU Structural Funds and nationally by the State Provincial Office of Western Finland from the administrative sector of the Ministry of Education. Special thanks to Kimmo Oksanen and Birgitta Mannila. We thank Korento Ltd, Jami Haavisto, Eero Pullola, and Timo Rantala. We also thank the Jyväskylä Vocational Institute of Technology and the teachers Ari Riihinen and Kauko Mustonen for their content expertise, excellent ideas, and smooth cooperation throughout the project.