Abstract
The lack of social interaction within collaborative learning settings needs to be discussed. This paper aims to pay attention to the dynamics of social relations among learning actors (i.e., student, teacher, and object) during collaborative learning. We discussed the sources of conflicts that can lead to disconnectedness and game-making as a strategy that can foster connectedness. We presented a series of phases with planning, making, and revising in a collaborative learning setting drawing insights from (a) relatedness of self-determination theory, (b) interactions among students, between students and teachers, and between students and learning environments, viewed through the lens of interobjectivity, and (c) the aspect of object-to-think-with from constructionism. Within this context, we discussed the teacher connection for the synthesized phases through the technology-enhanced student-centered learning approach. We concluded that by changing the structure of learning environments to an innovative, technology-enhanced student-centered, and interobjective approach, like game-making, students can be supported in interacting in new ways that promote connected collaboration. We also provided recommendations for teacher professional development and preservice teacher education, while acknowledging the limitations.
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Dinç, E., Classen, J. Game-making and conflicts in collaborative learning settings: a synthesis. SN Soc Sci 4, 1 (2024). https://doi.org/10.1007/s43545-023-00801-9
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DOI: https://doi.org/10.1007/s43545-023-00801-9