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Using learning analytics to explore peer learning patterns in asynchronous gamified environments.

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Title: Using learning analytics to explore peer learning patterns in asynchronous gamified environments.
Authors: Moon, Jewoong1 (AUTHOR) jmoon19@ua.edu, McNeill, Laura1 (AUTHOR), Edmonds, Christopher Thomas2 (AUTHOR), Banihashem, Seyyed Kazem3 (AUTHOR), Noroozi, Omid4 (AUTHOR)
Source: International Journal of Educational Technology in Higher Education. 7/12/2024, Vol. 21 Issue 1, p1-36. 36p.
Subject Terms: *Asynchronous learning, *College curriculum, *Business education, *Learning, *Student engagement, Ecology
Abstract: This study explored the dynamics of students' knowledge co-construction in an asynchronous gamified environment in higher education, focusing on peer discussions in college business courses. Utilizing epistemic network analysis, sequence pattern mining, and automated coding, we analyzed the interactions of 1,319 business students. Our findings revealed that externalization and epistemic activity were prevalent, demonstrating a strong link between problem-solving and conceptual understanding. Three primary discussion types were observed: argumentative, epistemic, and social, each with unique patterns of engagement and idea integration. Effective knowledge co-construction patterns included open-ended questions with an epistemic focus, debates serving as intense knowledge co-construction arenas, and social interactions fostering a supportive and collaborative learning environment. The introduction of gamification elements led to increased student engagement and participation. Our findings emphasize the significance of structured analysis, collaboration, and argumentation in promoting effective knowledge co-construction in peer learning settings. This study offers insights into the temporal interplay of discourse dimensions and their potential for collaborative learning, enhancing our understanding of how learning analytics can be employed to discover ways in which students co-construct knowledge in asynchronous gamified environments. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Using learning analytics to explore peer learning patterns in asynchronous gamified environments.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Educational+Technology+in+Higher+Education%22">International Journal of Educational Technology in Higher Education</searchLink>. 7/12/2024, Vol. 21 Issue 1, p1-36. 36p.
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  Data: *<searchLink fieldCode="DE" term="%22Asynchronous+learning%22">Asynchronous learning</searchLink><br />*<searchLink fieldCode="DE" term="%22College+curriculum%22">College curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Business+education%22">Business education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Ecology%22">Ecology</searchLink>
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  Data: This study explored the dynamics of students' knowledge co-construction in an asynchronous gamified environment in higher education, focusing on peer discussions in college business courses. Utilizing epistemic network analysis, sequence pattern mining, and automated coding, we analyzed the interactions of 1,319 business students. Our findings revealed that externalization and epistemic activity were prevalent, demonstrating a strong link between problem-solving and conceptual understanding. Three primary discussion types were observed: argumentative, epistemic, and social, each with unique patterns of engagement and idea integration. Effective knowledge co-construction patterns included open-ended questions with an epistemic focus, debates serving as intense knowledge co-construction arenas, and social interactions fostering a supportive and collaborative learning environment. The introduction of gamification elements led to increased student engagement and participation. Our findings emphasize the significance of structured analysis, collaboration, and argumentation in promoting effective knowledge co-construction in peer learning settings. This study offers insights into the temporal interplay of discourse dimensions and their potential for collaborative learning, enhancing our understanding of how learning analytics can be employed to discover ways in which students co-construct knowledge in asynchronous gamified environments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 7/12/2024
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