Abstract
Mobile serious games are increasingly utilized as educational tools in elementary schools, and a considerable body of research has focused on evaluating such games’ educational effectiveness. However, such work has generally ignored learning processes, and especially how knowledge is constructed. Given the important role of knowledge construction in various educational settings, this study examines it in the context of 83 elementary schoolers’ mobile serious game-playing behaviors. Lag-sequential analysis of the participants’ observed behavioral patterns, and of differences in such patterns between two performance subgroups (i.e., students with high vs. low academic performance), yielded two main findings. First, all these young learners exhibited knowledge construction, and moved smoothly from lower to higher phases of it in the mobile environment; and second, the high-performing group attained a deeper level of knowledge construction through the negotiation of meaning than the low-performing group did. Some theoretical and practical implications of these results are also discussed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Pearson.
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis. New York: Cambridge University Press.
Bakeman, R., & Quera, V. (2011). Sequential analysis and observational methods for the behavioral sciences. New York: Cambridge University Press.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1.
Bressler, D. M., & Bodzin, A. M. (2013). A mixed methods assessment of students’ flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29, 505–517.
Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L., & Lee, C. M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71, 185–197. https://doi.org/10.1016/j.compedu.2013.09.022.
Chen, G., Xin, Y., & Chen, N. S. (2017). Informal learning in science museum: Development and evaluation of a mobile exhibit label system with iBeacon technology. Educational Technology Research and Development, 65, 719–741. https://doi.org/10.1007/s11423-016-9506-x.
Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). Students’ online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97–108. https://doi.org/10.1016/j.compedu.2014.05.006.
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86, 79–122. https://doi.org/10.3102/0034654315582065.
Commander, N., Zhao, Y., Gallagher, P., & You, Y. (2016). Cross-national online discussions: International learning experiences with American and Chinese students in higher education. Innovations in Education and Teaching International, 53, 365–374. https://doi.org/10.1080/14703297.2015.1006524.
Crompton, H. (2013). A historical overview of m-learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). New York: Routledge.
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53–64. https://doi.org/10.1016/j.compedu.2018.04.007.
Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51–63. https://doi.org/10.1016/j.compedu.2017.03.013.
Figueira-Sampaio, A. D. S., dos Santos, E. E. F., & Carrijo, G. A. (2009). A constructivist computational tool to assist in learning primary school mathematical equations. Computers & Education, 53, 484–492. https://doi.org/10.1016/j.compedu.2009.03.012.
Forman, G. E., & Kuschner, D. S. (1977). The child’s construction of knowledge: Piaget for teaching children. Brook/Cole.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111.
Ghadirian, H., Salehi, K., & Ayub, A. F. M. (2018). Exploring the behavioural patterns of knowledge dimensions and cognitive processes in peer-moderated asynchronous online discussions. International Journal of E-Learning & Distance Education, 33(1), 1–28.
Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: How effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29, 207–219. https://doi.org/10.1111/j.1365-2729.2012.00489.x.
Grant, M. M., Tamim, S., Brown, D. B., Sweeney, J. P., Ferguson, F. K., & Jones, L. B. (2015). Teaching and learning with mobile computing devices: Case study in K-12 classrooms. TechTrends, 59(4), 32–45. https://doi.org/10.1007/s11528-015-0869-3.
Gunawardena, C., Lowe, C., & Anderson, T. (1997). Analysis of global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397–431. https://doi.org/10.2190/7MQV-X9UJ-C7Q3-NRAG.
Gwee, S., Chee, Y. S., & Tan, E. M. (2013). The role of gender in mobile game-based learning. In D. Parsons (Ed.), Innovations in mobile educational technologies and applications (pp. 254–271). Hershey, PA: IGI Global.
Hoi, V. N. (2020). Understanding higher education learners’ acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach. Computers & Education. https://doi.org/10.1016/j.compedu.2019.103761.
Hou, H. T., & Wu, S. Y. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57, 1459–1468. https://doi.org/10.1016/j.compedu.2011.02.012.
Huang, C.-Q., Han, Z.-M., Li, M.-X., Jong, M.S.-Y., & Tsai, C.-C. (2019). Investigating students’ interaction patterns and dynamic learning sentiments in online discussions. Computers & Education. https://doi.org/10.1016/j.compedu.2019.05.015.
Huang, Y. M., & Chiu, P. S. (2015). The effectiveness of a meaningful learning-based evaluation model for context-aware mobile learning. British Journal of Educational Technology, 46, 437–447. https://doi.org/10.1111/bjet.12147.
Huizenga, J., Admiraal, W., Akkerman, S., & Dam, G. T. (2009). Mobile game-based learning in secondary education: Engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25, 332–344. https://doi.org/10.1111/j.1365-2729.2009.00316.x.
Hwang, G. J., Hsu, T. C., Lai, C. L., & Hsueh, C. J. (2017). Interaction of problem-based gaming and learning anxiety in language students’ English listening performance and progressive behavioral patterns. Computers & Education, 106, 26–42. https://doi.org/10.1016/j.compedu.2016.11.010.
Hwang, W. Y., Huang, Y. M., Shadiev, R., Wu, S. Y., & Chen, S. L. (2014). Effects of using mobile devices on English listening diversity and speaking for EFL elementary students. Australasian Journal of Educational Technology, 30, 503–516. https://doi.org/10.14742/ajet.237.
Jamaludin, A., Chee, Y. S., & Ho, C. M. L. (2009). Fostering argumentative knowledge construction through enactive role play in Second Life. Computers & Education, 53, 317–329. https://doi.org/10.1016/j.compedu.2009.02.009.
Kapur, M. (2011). Temporality matters: Advancing a method for analyzing problem-solving processes in a computer-supported collaborative environment. Journal of Computer-Supported Collaborative Learning, 6, 39–56. https://doi.org/10.1007/s11412-011-9109-9.
Kiger, D., Herro, D., & Prunty, D. (2012). Examining the influence of a mobile learning intervention on third grade math achievement. Journal of Research on Technology in Education, 45, 61–82. https://doi.org/10.1080/15391523.2012.10782597.
Kucuk, S., & Sisman, B. (2017). Behavioral patterns of elementary students and teachers in one-to-one robotics instruction. Computers & Education, 111, 31–43. https://doi.org/10.1016/j.compedu.2017.04.002.
Lan, Y. F., Tsai, P. W., Yang, S. H., & Hung, C. L. (2012). Comparing the social knowledge construction behavioral patterns of problem-based online asynchronous discussion in e/m-learning environments. Computers & Education, 59, 1122–1135. https://doi.org/10.1016/j.compedu.2012.05.004.
Lin, P. C., Hou, H. T., Wu, S. Y., & Chang, K. E. (2014). Exploring college students’ cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools. The Internet and Higher Education, 22, 51–56. https://doi.org/10.1016/j.iheduc.2014.05.001.
Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y., & Tsai, C. C. (2013). An investigation of learners’ collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314–321. https://doi.org/10.1016/j.compedu.2013.05.011.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55, 630–643. https://doi.org/10.1016/j.compedu.2010.02.023.
Lucas, M., Gunawardena, C., & Moreira, A. (2014). Assessing social construction of knowledge online: A critique of the interaction analysis model. Computers in Human Behavior, 30, 574–582. https://doi.org/10.1016/j.chb.2013.07.050.
Miller, L. M., Chang, C.-I., Wang, S., Beier, M. E., & Klisch, Y. (2011). Learning and motivational impacts of a multimedia science game. Computers & Education, 57, 1425–1433. https://doi.org/10.1016/j.compedu.2011.01.016.
Mitra, S., & Dangwal, R. (2010). Limits to self-organising systems of learning: The Kalikuppam experiment. British Journal of Educational Technology, 41, 672–688. https://doi.org/10.1111/j.1467-8535.2010.01077.x.
Piaget, J. (1954). The construction of reality in the child. London: Routledge.
Ronimus, M., Eklund, K., Pesu, L., & Lyytinen, H. (2019). Supporting struggling readers with digital game-based learning. Educational Technology Research & Development, 67, 639–663. https://doi.org/10.1007/s11423-019-09658-3.
Sha, L., Looi, C. K., Chen, W., & Zhang, B. (2012). Understanding mobile learning from the perspective of self-regulated learning. Journal of Computer Assisted Learning, 28, 366–378. https://doi.org/10.1111/j.1365-2729.2011.00461.x.
Sun, Z., Yao, X., You, J., Du, W., & Luo, L. (2018). Detecting the correlation between mobile learning behavior and personal characteristics among elementary school students. Interactive Learning Environments, 26, 1023–1038. https://doi.org/10.1080/10494820.2018.1428633.
Sung, H.-Y., & Hwang, G.-J. (2018). Facilitating effective digital game-based learning behaviors and learning performances of students based on a collaborative knowledge construction strategy. Interactive Learning Environments, 26, 118–134. https://doi.org/10.1080/10494820.2017.1283334.
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008.
Tobarra, L., Robles-Gómez, A., Ros, S., Hernández, R., & Caminero, A. C. (2014). Analyzing the students’ behavior and relevant topics in virtual learning communities. Computers in Human Behavior, 31, 659–669. https://doi.org/10.1016/j.chb.2013.10.001.
Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game-based learning on students’ mathematics achievement: A meta-analysis. Journal of Computer Assisted Learning, 35, 407–420. https://doi.org/10.1111/jcal.12347.
van Aalst, J. (2009). Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses. Computer Supported Learning, 4, 259–287. https://doi.org/10.1007/s11412-009-9069-5.
van Laer, S., & Elen, J. (2019). The effect of cues for calibration on learners’ self-regulated learning through changes in learners’ learning behaviour and outcomes. Computers & Education, 135, 30–48. https://doi.org/10.1016/j.compedu.2019.02.016.
Weinberger, A., & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers & Education, 46, 71–95. https://doi.org/10.1016/j.compedu.2005.04.003.
Winne, P. H. (2015). What is the state of the art in self-, co- and socially shared regulation in CSCL? Computers in Human Behavior, 52, 628–631. https://doi.org/10.1016/j.chb.2015.05.007.
Winne, P. H. (2017). Leveraging big data to help each learner and accelerate learning science. Teachers College Record, 119(3), 1–24.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In L. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). Cambridge, MA: Academic Press.
Wong, L. H., Hsu, T., Sun, J., & Boticki, I. (2012). The impacts of flexible grouping in a mobile-assisted game-based Chinese character learning approach. 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012–Proceedings, 1, 235–242.
Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59, 817–827. https://doi.org/10.1016/j.compedu.2012.03.016.
Yallihep, M., & Kutlu, B. (2020). Mobile serious games: Effects on students’ understanding of programming concepts and attitudes towards information technology. Education and Information Technologies, 25, 1237–1254. https://doi.org/10.1007/s10639-019-10008-2.
Yang, X., Li, J., Guo, X., & Li, X. (2015). Group interactive network and behavioral patterns in online English-to-Chinese cooperative translation activity. The Internet and Higher Education, 25, 28–36. https://doi.org/10.1016/j.iheduc.2014.12.003.
Zhang, S., Liu, Q., Chen, W., Wang, Q., & Huang, Z. (2017). Interactive networks and social knowledge construction behavioral patterns in primary school teachers’ online collaborative learning activities. Computers & Education, 104, 1–17. https://doi.org/10.1016/j.compedu.2016.10.011.
Zheng, B., & Warschauer, M. (2019). Language development and epistemic engagement among upper elementary students in synchronous computer-mediated communication. Journal of Educational Computing Research, 57, 1549–1574. https://doi.org/10.1177/0735633118794059.
Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research syntheses. Review of Educational Research, 86, 1052–1084. https://doi.org/10.3102/0034654316628645.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183. https://doi.org/10.3102/0002831207312909.
Funding
This study was funded by the National Science Foundation of China (Research on key technology of classroom teaching interactive analysis based on artificial intelligence, Grant Number: NSFC61977048) and the Humanities and Social Sciences Project of MOE, China (Data-driven model construction and massive application research of rural teachers professional development in the mobile and internet era, Grant Number 18YJA880070).
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflicts of interest.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Sun, Z., Lin, CH., Lv, K. et al. Knowledge-construction behaviors in a mobile learning environment: a lag-sequential analysis of group differences. Education Tech Research Dev 69, 533–551 (2021). https://doi.org/10.1007/s11423-021-09938-x
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11423-021-09938-x