Authors: Akiko Teranishi; Minoru Nakayama; Theodor Wyeld; Mohamad A. Eid
Addresses: New York University Abu Dhabi, P.O. Box 129188, Abu Dhabi, UAE ' Tokyo Institute of Technology, 152-8552, Tokyo, Japan ' Flinders University, G.P.O. Box 2100, 5001, Adelaide, Australia ' New York University Abu Dhabi, P.O. Box 129188, Abu Dhabi, UAE
Abstract: Online game development activity using multi-cultural team-based learning (TBL) was examined in order to identify contributing factors to learning activities by analysing the participants' characteristics, communications, and reflections. In this study, 12 collaborating participants from two countries were divided into three teams. The main collaborative task was to develop a game and improve it is usability for users. Participants' characteristics and information literacy were measured as parameters for learning activity as well as developing a product for assessment. A learning reflection questionnaire was conducted to evaluate the participants' efficacy, satisfaction and sense of achievement in learning, and any difficulties they experienced. Participants' social media communications were classified into four categories: proposal, permission, encouragement, and acknowledgement, based on the participant's type of communication activity. These relationships were analysed to summarise participants' activities and to develop supporting procedures.
Keywords: team-based learning; TBL; learning reflection; social media interaction; game development; coding; online collaboration; international communication; communication analysis; text analysis; modelling; usability.
International Journal of Innovation and Learning, 2021 Vol.29 No.2, pp.181 - 206
Received: 31 Oct 2019
Accepted: 08 Mar 2020
Published online: 15 Dec 2020 *