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Collaborative inquiry play: A design case to frame integration of collaborative problem solving with story-centric games

Asmalina Saleh (Center for Research on Learning and Technology, School of Education, Indiana University, Bloomington, Indiana, USA)
Cindy E. Hmelo-Silver (Center for Research on Learning and Technology, School of Education, Indiana University, Bloomington, Indiana, USA)
Krista D. Glazewski (Department of Instructional Systems Technology, School of Education, Indiana University, Bloomington, Indiana, USA)
Bradford Mott (Department of Computer Science, North Carolina State University, Raleigh, North Carolina, USA)
Yuxin Chen (Center for Research on Learning and Technology, School of Education, Indiana University, Bloomington, Indiana, USA)
Jonathan P. Rowe (Department of Computer Science, North Carolina State University, Raleigh, North Carolina, USA)
James C. Lester (Department of Computer Science, North Carolina State University, Raleigh, North Carolina, USA)

Information and Learning Sciences

ISSN: 2398-5348

Article publication date: 11 November 2019

Issue publication date: 21 November 2019

506

Abstract

Purpose

This paper aims to present a model of collaborative inquiry play: rule-based imaginary situations that provide challenging problems and support agentic multiplayer interactions (c.f., Vygotsky, 1967; Salen and Zimmerman, 2003). Drawing on problem-based learning (PBL, Hmelo-Silver, 2004), this paper provides a design case to articulate the relationship between the design goals and the game-based learning environment.

Design/methodology/approach

Drawing on conjecture mapping (Sandoval, 2014), this paper presents an iterative development of the conjecture map for crystal island: ecojourneys and highlights the development of the story and tools in crystal island: ecojourneys, an immersive game based on PBL pedagogy. By articulating this development, the authors highlight the affordances and constraints of designing for collaborative inquiry play and address challenges in supporting learner agency.

Findings

The PBL inquiry process served as the foundation of collaborative inquiry play. Attending to the rules of inquiry fostered student agency, and in turn, playful engagement in the game-based learning environment. Agency however meant holding students accountable to actions undertaken, especially as it pertained to generating group-based explanations and reflecting on productive collaboration. Moreover, socially shared regulation of learning and systems thinking concepts (i.e. phenomenon, mechanisms, and components) must also be externalized in representations and interactions in the game such that students have the agency to decide on their learning paths.

Originality/value

This paper presents the model of collaborative inquiry play and highlights how to support player agency and design content-rich play environments which are not always completely open.

Keywords

Citation

Saleh, A., Hmelo-Silver, C.E., Glazewski, K.D., Mott, B., Chen, Y., Rowe, J.P. and Lester, J.C. (2019), "Collaborative inquiry play: A design case to frame integration of collaborative problem solving with story-centric games", Information and Learning Sciences, Vol. 120 No. 9/10, pp. 547-566. https://doi.org/10.1108/ILS-03-2019-0024

Publisher

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Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

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