From Theory to Practice: Role-Playing and Knowledge Building in Digital Learning Environments

Youchang Lin, Yu-Chen Hsu and Xiling Wu ()
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Youchang Lin: University of Electronic Science and Technology of China
Yu-Chen Hsu: Humboldt University of Berlin
Xiling Wu: Sichuan University

Journal of the Knowledge Economy, 2025, vol. 16, issue 1, No 165, 4726-4746

Abstract: Abstract In today’s educational landscape, critical thinking, communication, collaboration, problem-solving, and information literacy are essential skills. This study examines the relationship between knowledge construction and student roles within a computer-supported collaborative learning (CSCL) environment, focusing on case-based discussions. Forty third-year students from a university in Western China participated, forming eight groups. The analysis identified seven distinct roles: Elucidator, Commenter, Paster, Rebutter, Echoer, Prompter, and Warmer. Findings revealed that Commenters and Rebutters significantly contributed to knowledge construction through group discourse, while Elucidators effectively connected problems with relevant concepts. Prompters facilitated linking claims across problem and concept spaces, and Warmers, despite their peripheral role, enhanced group atmosphere by integrating prior knowledge into discussions. This study highlights the complex nature of knowledge construction in CSCL settings, emphasizing the importance of recognizing both explicit interactions and underlying cognitive processes. The results suggest that well-designed role-playing activities can enhance digital education by promoting deeper learning and collaboration. Educators can leverage these insights to design more effective CSCL activities, fostering innovation in educational practices and contributing to the broader knowledge economy. This research underscores the societal impact of advanced educational technologies, supporting entrepreneurship and technological development within the academic community.

Keywords: Collaborative learning; Online learning; Argumentation in education; Knowledge building; Social learning (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s13132-024-02156-9

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