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Lessons learned from the design of situated learning environments to support collaborative knowledge construction

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dc.affiliation.dptoUC3M. Departamento de Ingeniería Telemáticaes
dc.affiliation.grupoinvUC3M. Grupo de Investigación: Aplicaciones y Servicios Telemáticos (GAST)es
dc.contributor.authorPérez Sanagustín, Mar
dc.contributor.authorMuñoz Merino, Pedro José
dc.contributor.authorAlario-Hoyos, Carlos
dc.contributor.authorSoldani, Xavier
dc.contributor.authorDelgado Kloos, Carlos
dc.contributor.funderMinisterio de Economía y Competitividad (España)es
dc.contributor.funderComunidad de Madrides
dc.date.accessioned2023-01-11T10:28:45Z
dc.date.available2023-01-11T10:28:45Z
dc.date.issued2015-09-01
dc.description.abstractThe main characteristics of situated learning environments (SLEs) are: to provide authentic contexts, activities, expert performances and integrated assessment; to support multiple roles and perspectives, collaborative knowledge construction, coaching and scaffolding; and to promote reflection and articulation. However, current SLEs have two limitations: (1) not all of these characteristics are included, particularly lacking collaborative knowledge construction, in most cases; and (2) most SLEs are designed to support learning activities outdoors, but not indoors. This paper presents the implementation of an SLE that overcomes these two limitations. This SLE is based on bidirectional Quick Response (QR) codes, which are enhanced QR codes that not only provide information when scanned but also collect user-generated content. This “Bidirectional SLE” is evaluated in an experiment in which it is compared with an equivalent “Traditional SLE”, which is built upon traditional QR codes. The purpose of this comparison is to understand if using bidirectional QR codes as a mechanism to support collaborative knowledge construction in indoor settings has an impact on students' learning outcomes and on their impression of the learning experience. Two hundred fifty-three students participated in this experiment. Data collected from this experiment indicate that the students who worked in the Bidirectional SLE (1) received better scores, providing better and more complete answers, and (2) evaluated their learning experience better than their peers' who worked in the Traditional SLE. Finally, a cross-analysis of these results including teachers' opinions led to a set of lessons learned about the design of SLEs to support collaborative knowledge construction.en
dc.description.sponsorshipThis study was funded by the Spanish Ministry of Economy and Competitiveness Project TIN2011-28308-C03-01, the Regional Government of Madrid Project S2013/ICE-2715, and the Alliance 4 Universities fellowship.en
dc.description.statusPublicadoes
dc.format.extent12
dc.identifier.bibliographicCitationComputers & Education, (2015), v. 87, pp.: 70-82.en
dc.identifier.doihttps://doi.org/10.1016/j.compedu.2015.03.019
dc.identifier.issn0360-1315
dc.identifier.publicationfirstpage70
dc.identifier.publicationlastpage82
dc.identifier.publicationtitleCOMPUTERS & EDUCATIONen
dc.identifier.publicationvolume87
dc.identifier.urihttps://hdl.handle.net/10016/36252
dc.identifier.uxxiAR/0000017447
dc.language.isoengen
dc.publisherElsevieren
dc.relation.projectIDGobierno de España. TIN2011-28308-C03-01es
dc.relation.projectIDComunidad de Madrid. S2013/ICE-2715es
dc.rights© 2015 Elsevier Ltd. All rights reserved.en
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.rights.accessRightsopen accessen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/*
dc.subject.ecienciaTelecomunicacioneses
dc.subject.otherCollaborative learningen
dc.subject.otherComputer-mediated communicationen
dc.subject.otherImproving classroom teachingen
dc.subject.otherPost-secondary educationen
dc.subject.otherTeaching/learning strategiesen
dc.titleLessons learned from the design of situated learning environments to support collaborative knowledge constructionen
dc.typeresearch article*
dc.type.hasVersionAM*
dspace.entity.typePublication
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