Research On Collaborative Learning Competency Assessment Based On Digital Games

As the core driving force for the development of human history,technology competes with education,the engine of human capital,to become the main force for the development of economy and society.In the 21 st century,the rapid development of emerging information technology has impacted on many fields such as economy,society and industry.The decline or even extinction of many social positions has created a new demand for human capital in the future.Among them,collaborative learning competency,which includes the two core abilities of interpersonal communication and cooperation,plays a central role in the process of social development in the 21 st century and has attracted extensive attention worldwide.Various countries and international organizations have promulgated relevant policies to promote the evaluation and cultivation of youth's collaborative learning competency,so as to cope with the demands of future global competition on human capital.However,as collaborative learning is a complex dynamic process,it reflects the multi-dimensional thinking and competency of learners.However,the traditional assessment method can only obtain the summative assessment of the collaborative learning competency,and it is difficult to measure the multi-dimensional competency and the dynamic process of learners' competency.Therefore,how to realize multi-dimensional comprehensive evaluation of collaborative learning competency based on process is an urgent problem for researchers.With the continuous emergence of many innovative assessment technologies,digital games provide the possibility for the process and multiple evaluation of collaborative learning competency.Digital games can truly restore the collaborative process of students and effectively support the dynamic evaluation of the collaborative process.Hidden and directly collected procedural data can be used to explore the intrinsic relationship between students' collaborative learning processes and their skill development,providing the possibility for insight into how individuals collaborate.In this context,this study designed and developed an effective digital game assessment system and measurement tool according to the underlying principle of collaborative learning,and collected a variety of learning experience data of learners to realize the multidimensional analysis of collaborative learning competency.This research follows the logic of "model design-system development-empirical analysis"."Model design" refers to the assessment model of collaborative learning competency formed by combing and analyzing literature,corresponding to the fourth chapter of the paper."System development" mainly refers to the use of prototype development method to develop collaborative learning competency assessment system,through repeated modification of the prototype,the formation of a suitable game assessment system.This is reflected in the fifth chapter of the paper to support the subsequent data analysis."Empirical analysis" refers to the collection,processing and analysis of multiple learning experience data of learners based on the game assessment system,which is specifically reflected in the sixth chapter of the paper.The research mainly focuses on the following three parts:The first part is to construct a multidimensional measurement and assessment model of collaborative learning competency,and deconstruct collaborative learning competency into several measurable sub-skills.Through literature analysis and expert consultation,the assessment dimension of collaborative learning competency assessment model is proposed.Based on the assessment dimension,the key assessment indexes of the framework are further refined to form a collaborative learning competency assessment framework based on the collaborative process.This framework interprets the performance and differences of collaborative learning competency from three different perspectives: cognition,social interaction and emotion,so as to form a multi-perspective assessment of collaborative learning competency and form a triangular-proof relationship.The second part is that this study adopts the system development method to design and develop a digital game assessment system to support the implementation of collaborative learning competency assessment.The collaborative assessment task is integrated into the assessment system in the form of a game,which leads to the presentation of multi-dimensional competency details in the process of collaboration.Through the game embedding of implicit assessment content,the multidimensional data of the collaborative process can be captured and stored,and provide assessment evidence for the collaborative learning competency assessment.The whole assessment system adopts the architecture of client/server system,and database management tool is used in the background to store and manage multidimensional collaboration experience data.In this study,33 students from a middle school in Shanghai were selected for trial,forming a verification of the technical acceptance and effectiveness of the game assessment system.The last part is to form the assessment of collaborative learning competency supported by digital games based on evidence-based assessment design.Relying on the developed collaborative learning competency game assessment system,135 students in grade 7 and grade 8 of a middle school in Shanghai were selected for formal testing.Based on the assessment model of collaborative learning competency,according to the characteristics of different dimensions,indicators and data types,the corresponding analysis techniques were selected for multidimensional analysis.Among them,the competency details of cognitive dimension are based on three specific measurement indexes,namely,cognitive level,metacognitive level and cognitive efficiency.In terms of the social dimension,discourse analysis method is adopted to encode the conversational data of collaborative process.And the difference analysis method,clustering analysis method and other methods are used for analysis,so as to form the relationship between the collaborative conversational behavior and the specific dimension,and to dig out the hidden evaluation evidence behind the social conversational behavior.In the emotion dimension,the affective data of relevant learners are obtained by compiling the questionnaire of affective skills of collaborative learning competency,which provides evidence for the assessment of collaborative learning competency.The preliminary experimental results show that,in terms of the technical acceptance of the game assessment system,students generally have better technical acceptance of the test system.The empirical research results based on the competency assessment model and game testing system show that:at the level of cognitive dimensions,there are significant differences only in cognitive competency,metacognitive competency,and overall cognitive level between male and female students,significant differences between students in seventh and eighth grades only in metacognitive competency and cognitive efficiency.On the social dimension,there are significant differences in the quantity and depth of interactions between male and female students,significant differences in the interaction depth between seventh and eighth grade students,and significant differences in the quantity of interactions between different heterogeneous groups.On the emotional dimension,the overall attitude was positive,but the motivation was not strong.There were significant differences in collaborative learning attitude and collaborative learning motivation between male and female students,and there were significant differences between seventh grade and eighth grade only in collaborative learning attitude,while there were significant differences between different heterogeneous groups only in collaborative learning motivation.In addition,three clustering groups were found according to the level of social interaction competency:the group with low social interaction competency,the group with medium social interaction competency and the group with high social interaction competency.Different groups of students have different characteristics in cognition,social interaction and emotion.In general,the higher the learners'social interaction competency,the weaker their cognitive and metacognitive competency.The group with medium social interaction competency had the highest collaborative learning attitude,but the lowest collaborative learning motivation.It can be seen that the collaborative learning competency assessment framework constructed by this research,as an effective collaborative learning competency assessment method,breaks through the shortcomings and shortcomings of the previous traditional assessment methods,focusing on the process characteristics of collaborative learning,from cognitive,social and emotional to assess collaborative learning competency.On this basis,the designed and developed game assessment system creates a real collaboration situation.By establishing data burying rules and mechanisms,a scientific mapping between assessment indicators and learners'multi-dimensional process data is formed,which is then transformed into evidence for competency assessment.Effectively support the assessment of collaborative learning competency.The data analysis results further show that the three indicators of cognitive level,metacognitive level and cognitive efficiency can effectively describe the cognitive skills of collaborative learning competency.The social interaction process can be truly restored from the three aspects of interaction quantity,interaction quality and interaction depth.The two indicators of collaborative learning attitude and collaborative learning motivation can provide support for the assessment of the emotional dimension.To sum up,this study mined evidence from multi-source heterogeneous data,characterized and described collaborative learning competency,and formed a process-based multidimensional evaluation framework for collaborative learning.On this basis,design and develop a suitable game-based assessment system to capture and store a variety of learning experience data.From the perspective of evidence-based assessment design,the effective assessment of collaborative learning competency is realized by analyzing multidimensional data.The value of this study lies in theoretically deepening the research on the assessment of collaborative learning competency,establishing a systematic and comprehensive framework for the assessment of collaborative learning competency,and providing new ideas for the assessment of collaborative learning competency.On the other hand,the transfer of assessment framework and analysis method is realized from the practical level,which provides evidence support and scheme reference for the research and development of other advanced thinking competency assessment systems.