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dc.contributor.author
Monjelat, Natalia Gabriela
dc.contributor.author
Méndez, Laura Marcela
dc.contributor.author
Lacasa, Pilar
dc.date.available
2018-12-03T21:29:35Z
dc.date.issued
2016-08
dc.identifier.citation
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
dc.identifier.issn
1475-939X
dc.identifier.uri
http://hdl.handle.net/11336/65674
dc.description.abstract
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.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Routledge
dc.rights
info:eu-repo/semantics/restrictedAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
Classroom Interaction
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Game-Based Learning
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Scaffolding
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Students as Tutors
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Otras Ciencias de la Educación
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Ciencias de la Educación
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CIENCIAS SOCIALES
dc.title
Becoming a tutor: student scaffolding in a game-based classroom
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2017-07-11T13:13:44Z
dc.identifier.eissn
1747-5139
dc.journal.volume
26
dc.journal.number
3
dc.journal.pagination
265-282
dc.journal.pais
Reino Unido
dc.description.fil
Fil: Monjelat, Natalia Gabriela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina. Universidad de Alcalá; España
dc.description.fil
Fil: Méndez, Laura Marcela. Universidad Nacional de Educación a Distancia; España
dc.description.fil
Fil: Lacasa, Pilar. Universidad de Alcalá; España
dc.journal.title
Technology, Pedagogy and Education
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/http://www.tandfonline.com/doi/full/10.1080/1475939X.2016.1210538
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/https://doi.org/10.1080/1475939X.2016.1210538
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