Leveraging Slack Channels for Microlearning in a Constructionist Framework: A Game Theoretic Synthesis

Potential Abstract:
This study examines the integration of Slack channels as a tool for microlearning within a constructionist framework. Drawing on game theoretic principles, this research explores how the synthesis of these elements can enhance learning experiences and foster collaboration among students. The aim is to investigate the potential of Slack channels as a platform for facilitating meaningful interactions, knowledge construction, and engagement in educational settings.

The constructionist approach emphasizes active learning and knowledge creation through hands-on experiences. It encourages students to construct their own understanding of concepts by engaging in authentic, real-world tasks. Microlearning, on the other hand, focuses on delivering bite-sized learning activities tailored to learners’ specific needs and preferences. By combining these two approaches, we propose a novel pedagogical approach that leverages Slack channels to support microlearning within a constructionist framework.

This study employs a mixed-methods research design to explore the effectiveness of this approach. Quantitative data will be collected through pre- and post-tests to assess learning outcomes, while qualitative data will be gathered through interviews and observations to gain insights into students’ experiences with Slack channels for microlearning. Additionally, game theoretic analysis will be used to model and understand the dynamics of collaborative interactions within the Slack environment.

The findings of this research are expected to contribute to the existing literature on constructionist learning and microlearning by providing empirical evidence on the integration of Slack channels in educational contexts. This study also has implications for instructional design and technology integration, as it explores a novel approach to facilitate collaborative learning and knowledge construction. The examination of game theoretic principles in this context further enriches our understanding of the dynamics of online collaborative environments.

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