Representational guidance and student engagement: examining designs for collaboration in online synchronous environments

Abstract

In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs) for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study of the effect of varying representational and interactional design features on a collaborative design activity in three online synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations (text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants in the shared representations ? text condition evidenced stronger learning outcomes as regards substantive discussion and integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience. These findings are explained by the concepts of representational guidance, representational bias, educational affordances and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided.A recent technological advancement that will likely have an impact on collaborative learning in higher education contexts is multi-user virtual environments (MUVEs). A MUVE is an immersive, computer-based simulation that one navigates through manipulating an avatar. The design of many educational MUVEs is built on the theory of situated learning (Brown et al. 1989); such design centers on enabling participatory and interactive learning experiences for students (Barab and Dede 2007). Situated learning approaches may also include providing students the opportunity to actually build or design the environments themselves by manipulating provided 3D objects (Bers 2001;Bers and Chau 2010).Social interaction is a key aspect of learning in MUVEs (Dickey 2005). This is not surprising, as MUVEs have evolved, in part, out of text-based, synchronous computer mediated communication environments (e.g., MUD and MOO and environments 1 ). Therefore, the full educational value of MUVEs derives not only from the immersive and situated nature of the design of the simulation, but also from productive collaboration among students within the environment itself. The purpose of this paper is to investigate collaborative learning and interaction in MUVEs from a design perspective. Facilitating online synchronous collaborative learningAs in co-present situations, collaborative learning in online synchronous environments relies upon the development of a shared understanding of the group undertaking (Roschelle and Teasley 1995). Establishing this shared understanding is aided b...

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