Three-dimensional computer-mediated participatory simulation for information problem-solving instruction¶

Element · All elements
Evidence · 3 claims (2 for, 1 against) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

A 3D computer-generated participatory simulation built on sociocultural learning principles, in which students act as information literacy apprentices within a computer-generated community of information professionals called Cybrarians. The environment contains a middle school library, high school library, informal and electronic information contexts, and interactive virtual objects; students navigate with avatars, communicate by chat and gestures, and learn through scaffolds, a community of practice, and a cognitive process framework. Tasks were developed by the researcher and reviewed and augmented by the site's SLMS and technology teacher.

Design Implications¶

Context¶

Requirements¶

• A continuous live educator presence within the virtual environment to engage students in Socratic questioning, reflective thinking, and process modeling
• Scaffolds such as tutorials, information on-demand, just-in-time pop-ups, coaching, modeling, cognitive structuring, exploration, and questioning
• A cognitive process framework structuring the stages of information problem-solving

Constraints¶

• The simulation was not designed to replace real-world educators; Cybrarians were designed to assist live educators, not serve as primary educators

Target Learners¶

• middle school students in grades 7 and 8

Target Learning Goals¶

• information problem-solving practices (task identification, search strategies, locating, accessing, evaluating, using, communicating, and evaluating information)

Claims¶

• The problem-based group achieved significantly larger content-knowledge gains, while the simulation group made no knowledge gains [-W]
• The participatory simulation group achieved significantly larger application gains than the problem-based group [+W]
• The participatory simulation group showed significantly larger overall (combined knowledge and application) gains than the problem-based group after four weeks [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Newell, T. S. (2008). Examining Information Problem-Solving, Knowledge, and Application Gains within Two Instructional Methods: Problem-Based and Computer-Mediated Participatory Simulation. School Library Media Research. https://www.ala.org/aasl/slmr