|Comparison of middle school, high school and community college students' wiki activity in Globaloria-West Virginia (pilot year-two)|
|Author(s)||Reynolds R., Caperton I.H.|
|Published in||Proceedings of the 5th International Symposium on Wikis and Open Collaboration, WiKiSym 2009|
|Keyword(s)||Computer-supported collaborative learning, Constructionism, Digital literacy, Game design, Globaloria, Serious games, Social media, Web 2.0, Wiki (Extra: Computer Supported Collaborative Learning, Constructionism, Game design, Serious games, Social media, Web 2.0, Design, Interoperability, Location, Project management, World Wide Web, Students)|
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Comparison of middle school, high school and community college students' wiki activity in Globaloria-West Virginia (pilot year-two) is a 2009 conference paper written in English by Reynolds R., Caperton I.H. and published in Proceedings of the 5th International Symposium on Wikis and Open Collaboration, WiKiSym 2009.
Constructionist-learning researchers have long emphasized the epistemological value of programming games for learning and cognition. This study reports student experiences in a program of game design and Web 2.0 learning offered to disadvantaged West Virginia middle, high school and community college students. Specifically, the poster presents findings on the extent of student use of the Wiki for project management, teamwork and self-presentation of game design attributes, comparing results across 13 school pilot locations. Also presented are students' self-reported recommendations for possible improvements to the wiki. Results indicate that some locations were more active in their wiki use; the poster addresses location-specific implementation context factors that may have played a role in the variant results.
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