First DBR iteration evaluation showed disjointed transitions between gaming and academic work, prompting a revised three-step teaching model with domain knowledge acquisition first¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Student teachers reported that the transitions between gaming and academic work in the first iteration were disjointed and should be smoother, leading the team to add a domain-knowledge-acquisition step and an excursion to a historical site in iteration 2. → Mørch 2024

Evidence¶

Mørch 2024¶

Mørch, A. I., Andersen, R., Eie, S., & Mifsud, L. (2024). Emergent group understanding: Investigating intersubjectivity in sociotechnical interdependencies. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-024-09432-5

q2 · i? · design · r3

DBR iteration 1 evaluation with student teachers, reported as participants' indication about the transitions "between gaming and academic work"; this feedback motivated the revised three-step teaching model, integrating Mead's and Rommetveit's theories.

"The student teachers indicated that the transitions we provided between gaming and academic work were disjointed and should be smoother (Mørch et al., 2018)."

Discussion¶

Related Claims¶

• Design-based research with 114 participants across two macro cycles produced and refined the faculty technology standards — related
• Student engagement increased across all performance levels over three DBR cycles, with low-performing students moving from 7–10 teacher prompts per lesson to 95–100% sustained attention by Cycle 3 — related