Abstracts - Earli

acquired more domain-specific knowledge than learners with higher levels of computer literacy.Analyses of patterns of media use suggested that dyads with high levels of computer literacyfocused on actively manipulating media elements for productive use such as notepad windows, butdid not elaborate as much upon information that was presented in media elements for receptiveuse. Learners with low levels of computer literacy distributed their attention to media elements forproductive and receptive use more evenly. The results of both studies indicate that domain-generalcompetences such as argumentation competence and computer literacy do not only play a role asimportant learning objectives, but simultaneously as important learning prerequisites in web-basedcollaborative inquiry learning.J 1930 August 2007 17:00 - 18:20Room: 0.81 OrtvayPaper SessionComputer-supported learning environmentsChair:Zacharias Zacharia, University of Cyprus, CyprusRacing academy: A preliminary evaluation of a online racing car simulation game for supportingstudents learning of engineeringRichard Joiner, University of Bath, United KingdomIoanna Iacovides, University of Bath, United KingdomJos Darling, University of Bath, United KingdomBenjamin Drew, University of Bath, United KingdomMartin Owen, Futurelab, United KingdomCarl Gavin, Lateral Visions, United KingdomStephen Clibbery, Lateral Visions, United KingdomThis paper reports a study which evaluates an online racing car simulation game designed tosupport undergraduate students learning. A game based learning community was created tosupport undergraduate students learning of engineering at the University of Bath. One hundred andsixty one students (146 males and 15 females), aged between 18 and 22, average age 18,participated in the study. The results indicated that there was a significant increase in the students’knowledge of engineering. They also felt that Racing Academy was motivating. They found itenjoyable, they felt competent playing the game and they put effort into the game. The analysis ofthe qualitative data is ongoing and will be focussed on investigating whether the students felt thatRacing Academy helped their learning. Preliminary analysis suggests that the students did feel thatRacing Academy supported their learning, but that further work is needed to fully embed RacingAcademy into the courseIn the dialog about the diameterMikael Alexandersson, Department of Education, Göteborg University, SwedenAnnika Lantz-Andersson, Department of Education, Göteborg University, SwedenThe aim of this paper is at analyzing how students negotiate about central concepts and createmeaning in a computer-supported learning environment. The research is based on a socio-cultural– 570 –