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

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.