Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
Empirical studies of both the performance impact of attendance, and the financial reliance of residential higher education institutions on student attendance and retention (Lyubartseva & Mallik, 2012; Marburger, 2010; Snyder, Lee-Partridge, Jarmoszko, Petkova, & D’Onofrio, 2014) suggest that understanding how to operationalize students’ motivation to attend class is epistemically and fiscally valuable. During the Fall 2017 semester of an introductory video game development course, a course design emphasizing collaboration among students was employed; an extremely collaborative atmosphere and an unusually high lab attendance rate was then observed. The following year (Fall 2018), the design of the introductory video game development course was altered to emphasize a more individualized curriculum; decreased attendance was then observed until end-of-semester groupwork began (Erdei, McCord, & Whittinghill, 2019). Uncertain of and unable to compare the co-factors of attendance in these cases, this exploratory quasi-experimental study explores historic data for the introductory video game development course, defining potential co-factor variables, and investigates a correlation between attendance and positive interdependence. Studies of positive interdependence raise interest as a co-factor contextually through high commitment, joint efficacy, and mutual benefit (Deutsch, 1949; D. W. Johnson & Johnson, 2003), strongly overlapping with empirical antecedents of higher education retention (Braxton et al., 2013; Osterman, 2000; Rivera, 2013) and seminal social psychological frameworks (Asch, 1952; Tinto, 1975; Wenger, 1998). A convenience sample of students enrolled in the Fall 2019 introductory game development course (n=59) are currently engaged in cooperatively-designed lectures and lab activities; weekly attendance records and various self-report survey data are being collected during the course, including 7-point Likert scale ratings of perceived peer comfort and qualitative comments regarding challenges and opinions of the course. The Classroom Life Instrument (D. W. Johnson, Johnson, & Anderson, 1983), completed by students both midway through the course and at course completion, will be used to formally measure the presence of a positive interdependent context before and after group project work. Collected data will be treated as historical, with attendance counts and positive interdependence measures statistically analyzed for correlation following collection and within understood limitations.
Notes to the reviewers: (a) citations are included at this time only to help reviewers assess the foundation of the study, and will be removed in the revised abstract accompanying the full paper submission; (b) data collection will be completed during the 2nd week of December 2019, with all data analysis completed prior to submission of the draft due February 2020.
McCord, B. E., & Erdei, R., & Whittinghill, D. M., & Exter, M. (2020, June), Attendance and Social Interdependence in Game Development Labs Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34195
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