Repositorio Institucional
Repositorio Institucional
CONICET Digital
  • Inicio
  • EXPLORAR
    • AUTORES
    • DISCIPLINAS
    • COMUNIDADES
  • Estadísticas
  • Novedades
    • Noticias
    • Boletines
  • Ayuda
    • General
    • Datos de investigación
  • Acerca de
    • CONICET Digital
    • Equipo
    • Red Federal
  • Contacto
JavaScript is disabled for your browser. Some features of this site may not work without it.
  • INFORMACIÓN GENERAL
  • RESUMEN
  • ESTADISTICAS
 
Artículo

Becoming a tutor: student scaffolding in a game-based classroom

Monjelat, Natalia GabrielaIcon ; Méndez, Laura Marcela; Lacasa, Pilar
Fecha de publicación: 08/2016
Editorial: Routledge
Revista: Technology, Pedagogy and Education
ISSN: 1475-939X
e-ISSN: 1747-5139
Idioma: Inglés
Tipo de recurso: Artículo publicado
Clasificación temática:
Otras Ciencias de la Educación

Resumen

Student interaction in school contexts is a topic that has been researched from many different perspectives. However, the role of students as tutors scaffolding other peers is not normally addressed, since studies are usually focused on the teacher. Moreover, considering the many technologies that can support students’ work nowadays, studies describing specific practices are still needed in order to understand the many possibilities and constraints that can emerge from the use of these tools in the field of education. This exploratory case study aims to extend research on scaffolding between students, presenting data from an ethnographic study where a commercial video game was introduced as part of the curricular activities. Analytically, the scaffolding metaphor is the departing point to describe in detail how the scaffolding process took place, focusing on its purposes and on the role of students as tutors. Our findings reveal how students offered mostly procedural scaffoldings, performing tutor functions such as highlighting relevant features, reducing levels of freedom or controlling the frustration. Results highlight that students can perform scaffolds, and this should be considered as part of the classroom design, making this process visible. Moreover, specific features of the video game enhanced these interactions, which should also be considered when designing game learning environments in the future.
Palabras clave: Classroom Interaction , Game-Based Learning , Scaffolding , Students as Tutors
Ver el registro completo
 
Archivos asociados
Thumbnail
 
Tamaño: 1.373Mb
Formato: PDF
.
Descargar
Licencia
info:eu-repo/semantics/openAccess Excepto donde se diga explícitamente, este item se publica bajo la siguiente descripción: Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Unported (CC BY-NC-SA 2.5)
Identificadores
URI: http://hdl.handle.net/11336/65674
URL: http://www.tandfonline.com/doi/full/10.1080/1475939X.2016.1210538
DOI: https://doi.org/10.1080/1475939X.2016.1210538
Colecciones
Articulos(IRICE)
Articulos de INST.ROSARIO DE INVEST.EN CS.DE LA EDUC. (I)
Citación
Monjelat, Natalia Gabriela; Méndez, Laura Marcela; Lacasa, Pilar; Becoming a tutor: student scaffolding in a game-based classroom; Routledge; Technology, Pedagogy and Education; 26; 3; 8-2016; 265-282
Compartir
Altmétricas
 

Enviar por e-mail
Separar cada destinatario (hasta 5) con punto y coma.
  • Facebook
  • X Conicet Digital
  • Instagram
  • YouTube
  • Sound Cloud
  • LinkedIn

Los contenidos del CONICET están licenciados bajo Creative Commons Reconocimiento 2.5 Argentina License

https://www.conicet.gov.ar/ - CONICET

Inicio

Explorar

  • Autores
  • Disciplinas
  • Comunidades

Estadísticas

Novedades

  • Noticias
  • Boletines

Ayuda

Acerca de

  • CONICET Digital
  • Equipo
  • Red Federal

Contacto

Godoy Cruz 2290 (C1425FQB) CABA – República Argentina – Tel: +5411 4899-5400 repositorio@conicet.gov.ar
TÉRMINOS Y CONDICIONES