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Collaborative inquiry play A design case to frame integration of collaborative problem solving with story-centric games

机译：协作调查扮演一个设计案例，框架与以故勤为中心的游戏解决协作问题的集成

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Purpose - This paper aims to present a model of collaborative inquiry play: rule-based imaginary situations that provide challenging problems and support agentic multiplayer interactions (c.f., Vygotsky, 1967; Salen and Zimmerman, 2003). Drawing on problem-based learning (PBL, Hmelo-Silver, 2004), this paper provides a design case to articulate the relationship between the design goals and the game-based learning environment. Design/methodology/approach - Drawing on conjecture mapping (Sandoval, 2014), this paper presents an iterative development of the conjecture map for crystal island: ecojourneys and highlights the development of the story and tools in crystal island: ecojourneys, an immersive game based on PBL pedagogy. By articulating this development, the authors highlight the affordances and constraints of designing for collaborative inquiry play and address challenges in supporting learner agency. Findings - The PBL inquiry process served as the foundation of collaborative inquiry play. Attending to the rules of inquiry fostered student agency, and in turn, playful engagement in the game-based learning environment. Agency however meant holding students accountable to actions undertaken, especially as it pertained to generating group-based explanations and reflecting on productive collaboration. Moreover, socially shared regulation of learning and systems thinking concepts (i.e. phenomenon, mechanisms, and components) must also be externalized in representations and interactions in the game such that students have the agency to decide on their learning paths. Originality/value - This paper presents the model of collaborative inquiry play and highlights how to support player agency and design content-rich play environments which are not always completely open.
机译：目的 - 本文旨在展示协作查询案例：基于规则的虚构情况，提供具有挑战性的问题和支持代理多人互动（C.f.，Vygotsky，1967; Salen和Zimmerman，2003）。绘制基于问题的学习（PBL，HMelo-Silver，2004），本文提供了一种设计案例，以阐明设计目标与基于游戏的学习环境之间的关系。设计/方法/方法 - 绘制猜想映射（桑托，2014），本文提出了水晶岛的猜想地图的迭代开发：生态兴业，并突出了水晶岛的故事和工具的发展：eCojourneys，这是一个基于沉浸式游戏关于PBL教学法。通过阐明这一发展，作者突出了为支持学习机构提供了协作查询游戏和解决挑战的可供选择和制约因素。调查结果 - PBL调查过程作为协作查询戏的基础。参加探索规则培养学生会，反过来又在基于比赛的学习环境中嬉戏参与。然而，代理商意味着持有学生对所采取的行动负责，特别是因为它与基于小组的解释并反映了生产性合作。此外，社会共享的学习和系统思维概念的调节（即现象，机制和组件）也必须在比赛中的陈述和互动中外化，使得学生有机构决定他们的学习路径。原创性/值 - 本文介绍了协作查询效果，并突出了如何支持播放器代理和设计内容丰富的游戏环境，这些内容并不总是完全打开。

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