Collaborative Information Seeking in the Wild:Middle-Schoolers’ Self-Initiated Teamwork Strategies to Support Game Design

摘要

This study investigates how students learn to collaborate ina guided discovery-based program of game design learning,and how e-learning systems and environmental supportsafford collaboration. We address how students self-initiateand strategize collaborative practices to achieve a projectbasedlearning goal, and how they interact with peers,teachers, and technology to develop a shared understandingof the primary game design task. We also consider studentengagement in the meta-processes that support this task’scompletion, such as delegation, teamwork, and resourceuse. The methods applied include two main steps -categorical analysis of 18 teams’ interview transcripts andin depth case study analysis of four teams’ interviewresponses and process artifacts, with a focus on the themesthat are identified from the first step. We propose an initialframework outlining general dimensions of collaborativeinformation behavior for knowledge building contexts. Andwe conclude with questions for future research.