Role-based information asymmetry with infrared beaming encourages cross-team information exchange and collaborative discussion¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Because roles access different information, players exchange information across teams via infrared beaming, and this sharing encourages collaboration that progresses into broader discussion. → Klopfer 2004

Evidence¶

Klopfer 2004¶

Klopfer, E., Perry, J., Squire, K., & Jan, M.-F. (2004). Collaborative Learning through Augmented Reality Role Playing. https://doi.org/10.3115/1149293.1149333

q2 · i? · design · r2

Design-narrative observation of middle school students from an urban Boston school playing Charles River City with three roles (doctor, environmental scientist, DPH expert). A transcript shows students identifying which role should interview a patient and radioing findings to the whole group, with collaboration continuing into classroom recommendation-making.

"The fact that sharing information could reveal new things encouraged frequent digital exchanges, which were accompanied by pertinent discussions of game progress."

Discussion¶

Related Claims¶

• First-generation AR games produced strong collaboration within teams but limited or non-existent collaboration between teams
• Time dependence, cascading events, and distinct player roles added to a redesigned AR engine fostered collaboration between teams in subsequent game iterations
• Discussion prompts targeting the exchange of information produced higher levels of collaborative transactive discourse than prompts asking teachers to reflect on their content understanding or classroom practice.
• Collaborative location-based games design was implemented within a formal classroom aligned to the Norwegian national competency framework — related
• The authors of three case studies (roughly 28 students) argue that a place-based augmented reality game, Mad City Mystery, holds potential for engaging students in scientific argumentation — related
• Collaborative technologies support learning by enabling learners to share and exchange both ideas and their own digital products — related