Teams that coordinate, communicate, and document intermediate results solve EER problems more successfully¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In an educational ER, teams that coordinate well, communicate with each other, and document intermediate results are more successful at solving the problems, approaching the problem space in a structured way. → Vorderobermeier 2024

Evidence¶

Vorderobermeier 2024¶

Vorderobermeier, A., Abel, J., & Sailer, M. (2024). Theoretical foundations and approaches in research on educational escape rooms: A systematic review. Educational Research Review, 44, 100625. https://doi.org/10.1016/j.edurev.2024.100625

q2 · i? · review · r2

The review reports, citing Hacke (2019), an empirical study of an EER in programming education classified in the pattern "theoretical grounding with empirical validation". The observation links collaborative learning to problem-based learning. No effect sizes are printed.

"It was observed that teams that coordinate well, communicate with each other, and document their intermediate results are more successful in solving the problems in an educational ER."

Discussion¶

Learner Variables¶

• Collaboration — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Homogeneous problem perceptions predict better regulation outcomes in collaborative groups — related
• Collaborative group failure on ill-structured physics problems confers later individual problem-solving advantages over success on well-structured problems (productive failure) — related
• In EERs, autonomy, competence, and relatedness are each supported by specific design features per self-determination theory — related