Role of conjecture mapping in applying a game-based strategy towards a case library: a view from educational design rese
- PDF / 2,506,182 Bytes
- 27 Pages / 439.37 x 666.142 pts Page_size
- 70 Downloads / 168 Views
Role of conjecture mapping in applying a game‑based strategy towards a case library: a view from educational design research Andrew A. Tawfik1 · Matthew Schmidt2 · Chelsy P. Hooper1
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Despite the prevalence of case-based reasoning in systems design, many of the established design principles are based on theory rather than empirical studies. This study describes the evolution of a case library learning environment and its transition to a game-based learning approach using educational design research (EDR). We discuss our iterative processes of design and development and situate these processes within the broader framework of educational design research. We discuss how the earlier versions of the problem-based learning environment were based on design principles extracted from case-based reasoning theory. Subsequent studies caused us to rethink the intersection of theory and design, along with its impact on learning outcomes. Using a variety of data collections (e.g. analytics, causal maps) and EDR strategies (e.g. conjecture maps), we identify the following new design principles based on CBR theory: emergent design principles that focused on optimal case length, mechanisms to prompt case retrieval and decision-making, and visual presentation. Implications for problem-based reasoning, case-based theory, and interface design are discussed. Keywords Problem-based learning · Inquiry-based instruction · Problem-solving · Case-based reasoning · Design-based research · Case libraries · Contrasting cases
* Andrew A. Tawfik [email protected] Matthew Schmidt [email protected] Chelsy P. Hooper [email protected] 1
Instructional Design and Technology, University of Memphis, Memphis, USA
2
Instructional Design and Technology, University of Florida, Gainesville, USA
13
Vol.:(0123456789)
A. A. Tawfik et al.
Introduction and background Proponents of problem-based learning (PBL) assert that learning should be an active process that allows learners to confront domain-specific problems (Hung 2015; Kim et al. 2017). According to case-based reasoning theory, as learners solve the cases posed in PBL, they develop a more robust set of knowledge structures that allow them to better transfer the lessons learned to new problems (Kolodner et al. 2005; Schank 1999). To date, a variety of technologies have been developed which embody the principles of PBL and support deep learning, including PBL modules embedded with question prompts or other scaffolds (Belland 2017). An emerging PBL approach that has gained substantial interest is digital gamesbased learning (DGBL), whereby “characters’ actions are directed toward a goal in the story” (Adams et al. 2012, p. 235). Indeed, interest in DGBL has been steadily growing (Hwang and Wu 2012). Research indicates that DGBL can promote positive learning and behavioral impact across a variety of learning domains, with empirical evidence suggesting promising outcomes in areas such as knowledge acquis
Data Loading...
