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The impact of scripts on blended and online socially shared regulation of learning: A role-playing game theory perspective

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Abstract

Self-regulated learning theory is central to computer supported collaborative learning (CSCL) and depends on learner autonomy to create socially shared learning, and yet function within the restraints and goals of a specific class pedagogy. By integrating the rich theoretical CSCL literature with an inductively derived theory of role-playing game practice, we develop an insightful foundation for designing, implementing, and measuring the effectiveness of low-cost scripts. This takes the form of a prompt (mere exposure prompt) that nudges learners toward a pedagogical goal while maintaining freedom of learner creativity and minimizing instructor intrusion. We assert learner engagement can be viewed through the lens of role-playing’s emphasis on aligning players’ creative agendas with game design to create a shared imagined space. Through behavioral trace data and social network analysis, we measure behaviors that differ between test/control groups, receiving the prompt, and comparing a fully online versus blended course delivery over a semester of group-based simulated business negations following role-playing game design principles. Fully online test group members accurately recall the prompt’s messages while exhibiting behaviors congruent with the pedagogical script. Learners in the blended mode recall the prompt, but their behavior is unchanged. This suggests socially shared regulation of learning in the classroom context conforms to established classroom norms, overlooking the script prompt. Learners in the fully online mode, in contrast, initiate fewer social interactions, but search out opportunities across many players, thereby demonstrating the effect of the script prompt message.

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Notes

  1. CSCL: Computer supported collaborative learning.

    GM: Game master.

    GNS: Gamist, Narrativist, Simulationist.

    MEP: Mere exposure prompt.

    RPG: role-playing game.

    SIS: Shared imagined space.

    SNA: Social network analysis.

    SToG: script theory of guidance.

    TRPG: Tabletop role-playing game.

  2. Customized Google Sheets using scripts similar to a relational database design.

  3. Previous iterations found totally random distribution of company capabilities to groups to be less motivating than for players to distribute a random number of points to capabilities—just as in TRPG where players decide character skills and classes but are limited by random dice rolls.

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Acknowledgements

This study was supported by the Ministry of Science and Technology (Taiwan) grant: MOST 110-2511-H-005-003-MY2. We are grateful to the reviewers and editors for their systematic and constructive input.

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Authors and Affiliations

  1. Marketing Department, National Chung Hsing University, Taichung, Taiwan, Republic of China

    Clyde A. Warden

  2. Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei City, Taiwan, Republic of China

    Chi-Cheng Chang

  3. Department of Business Administration, National Changhua University of Education, Changhua, Taiwan, Republic of China

    James O. Stanworth

  4. Department of Business Administration, National Taipei University of Business, Taipei, Taiwan, Republic of China

    D’Arcy Caskey

  5. Department of Business Administration, Overseas Chinese University, Taichung, Taiwan, Republic of China

    Judy F. Chen

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Warden, C.A., Chang, CC., Stanworth, J.O. et al. The impact of scripts on blended and online socially shared regulation of learning: A role-playing game theory perspective. Intern. J. Comput.-Support. Collab. Learn 17, 463–487 (2022). https://doi.org/10.1007/s11412-022-09381-x

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