@inproceedings{6348b1558b1845f2a5639f33ea2cfac3,
title = "Students{\textquoteright} epistemological framing of roles in a collaborative game design project",
abstract = "Collaborative design is a promising context for learning disciplinary and collaborative skills, but how students frame their roles impacts their participation, and is an important consideration in designing supports for interdependent, interdisciplinary collaborative activities. We examine grade 7 students{\textquoteright} approaches to designing board games for science learning in an out-of-school context. Here, team roles were divided by expertise in science, concept art and game design. Our qualitative analysis of student teams{\textquoteright} recorded discussions identified two contrasting cases of individuals{\textquoteright} expectations of their own and of others{\textquoteright} roles, and their differing collaborative outcomes. Findings illuminate how individual expectations can shape collaborators{\textquoteright} epistemological framings and participation, and have implications for supporting interdependent collaboration in other design-based activities.",
keywords = "Collaboration, Epistemological frames, Game design, Middle school",
author = "Talia Hurwich and Camillia Matuk and Hovey, {Christopher M.}",
note = "Publisher Copyright: {\textcopyright} ISLS.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",
year = "2020",
language = "English (US)",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "725--728",
editor = "Melissa Gresalfi and Horn, {Ilana Seidel}",
booktitle = "14th International Conference of the Learning Sciences",
}