Children as computer users: the case of collaborative learning
Computers & Education
Productive interaction in the context of computer-supported collaborative learning in science
Learning with computers
Analyzing collaborative knowledge construction: multiple methods for integrated understanding
Computers & Education - Documenting collaborative interactions: Issues and approaches
Building collaborative knowing: elements of a social theory of CSCL
What we know about CSCL and implementing it in higher education
Is there a space for the teacher in a WIKI?
Proceedings of the 2006 international symposium on Wikis
Designing and analyzing collaboration in a scripted game for vocational education
Computers in Human Behavior
Design and evaluation of a collaborative learning environment
Computers & Education
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
Computers & Education - Methodological issue in researching CSCL
Productive use of learning resources in an online problem-based learning environment
Computers in Human Behavior
Computers in Human Behavior
Developing the role concept for computer-supported collaborative learning: An explorative synthesis
Computers in Human Behavior
Game mastering in collaborative multiplayer serious games
Edutainment'12/GameDays'12 Proceedings of the 7th international conference on Edutainment, and Proceedings of the 3rd international conference on E-Learning and Games for Training, Education, Health and Sports
Subjective Experience and Sociability in a Collaborative Serious Game
Simulation and Gaming
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Along with the development of new technologies, orchestrating computer-supported collaborative learning (CSCL) has become a topic of discussion because new learning spaces challenge teacher to support collaborative learning in new ways. However, despite the optimistic notions of teachers' orchestration in CSCL situations, there are still no systematic research findings on real-time orchestration. This study is one attempt to fill in the knowledge gap on understanding the differences in knowledge construction processes between settings with and without teachers' real-time orchestration in 3D learning games from a socio-cultural perspective. The aims of the study are twofold. The first aim is to design a scripted 3D learning game to practice inter-professional knowledge construction in a vocational context. The second goal is to determine the main differences in knowledge construction processes in 3D game settings with and without real-time teacher orchestration. Findings provide new insights into what actually happens in collaboration processes within different learning settings. Specifically, students in settings with real-time teacher orchestration used more effort to provide knowledge (especially explaining one's own situation) and less effort for other inputs (in particular, off task discussion). Thus, a scripted 3D game itself guided and helped groups to solve tasks. However, teachers' professional competencies also helped to reduce off task discussions during the 3D game, develop a shared understanding of the tasks' inter-professional nature, and explain activities in a meaningful way.