K-DAD a Platform for Cooperative Learning in Primary Schools

Ersilia Vallefuoco

, Melanie Cristofolini, Massimo Zancanaro

and Paola Venuti

Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy

Keywords:

Cooperative Learning, Technology-Based Cooperative Learning, Educational Technology, Collaboration,

Knowledge-Sharing.

Abstract:

In Cooperative Learning (CL), students work together in small groups to achieve shared learning goals. Sev-

eral studies have proved that CL promotes active learning, social skills development, inclusion, and well-being

in the classroom. Technology can support CL-based interventions, providing different tools to increase learn-

ers’ participation and communication. However, few studies investigated the use of technology-based CL in

lower schools. We present a new digital platform, K-DAD, to support CL strategies in Italian primary and

lower secondary schools. To develop K-DAD, we used the learning management system Moodle, customiz-

ing appearance, interactions, and content architecture to provide a child-friendly e-learning environment. In

the platform, several CL activities and tasks were structured to promote environmental awareness as well as

diversity, equity, and inclusion. A prototype has been developed and further experimental investigations are

needed to estimate the usability and effectiveness of the K-DAD platform.

1 INTRODUCTION

Cooperative Learning (CL) is an educational strat-

egy in which small groups of students cooperate to

accomplish shared learning goals to enhance their

and each other’s learning (Johnson and Johnson,

1990). Although there are different techniques of

CL, all are characterized by ﬁve core properties: 1)

positive interdependence: success or failure of the

group depends on each group member; 2) individ-

ual accountability: each group member is respon-

sible for achieving the ﬁnal goal; 3) promotive in-

teraction: encourage positive collaboration and mu-

tual support; 4) social skills: communication, deci-

sion making, problem-solving, and handling of con-

ﬂicts; 5) and group processing: monitoring and as-

sessing of group processes (Gillies, 2016). The ex-

tant literature demonstrates that CL improves indi-

vidual academic outcomes (Yeh and Fu, 2014; Yusuf

et al., 2019), supports social (Veldman et al., 2020),

emotional (Fernandez-Perez and Martin-Rojas, 2022;

Han and Son, 2020), and critical thinking skills (Erdo-

gan, 2019) development, facilitates the involvement

of the students (Tran, 2019), and promotes inclusion

and well-being in the classroom (Klang et al., 2020;

https://orcid.org/0000-0003-3952-1500

https://orcid.org/0000-0002-1554-5703

https://orcid.org/0000-0002-1827-0549

Van Ryzin and Roseth, 2019; V

ollinger and Supanc,

2020).

Johnson and Johnson (2014) discussed the pri-

mary role of digital technologies in supporting CL

strategies, especially in communication and cooper-

ative learning activities. The combined use of prop-

erly designed technologies and CL promotes student-

centered learning in which the learners are actively

part of their learning process, whereas the instruc-

tor acts as a facilitator (Silalahi and Hutauruk, 2020;

Bodsworth and Goodyear, 2017). According to Wang

and Wu (2022), digital technologies change the tra-

ditional learning environment into a CL environment

by providing new tools to increase learners’ partic-

ipation. Furthermore, they may support teachers in

creating groups in a more structured way (Jacobs and

Ivone, 2020) as well as easily monitor and assess

the contributions and actions of each group member

(Nam, 2014).

Several studies (Silalahi and Hutauruk, 2020;

Aghajani and Adloo, 2018; Wang and Wu, 2022;

Sarif and Maknun, 2022) investigated the efﬁcacy

and effectiveness of implementing online CL inter-

ventions. This speciﬁc aspect became especially im-

portant during the COVID-19 pandemic. Møgelvang

et al. (2023) studied the effects of a digital CL inter-

vention in a cohort of undergraduate Norwegian stu-

dents. The CL-based intervention was organized so

Vallefuoco, E., Cristofolini, M., Zancanaro, M. and Venuti, P.

K-DAD a Platform for Cooperative Learning in Pr imary Schools.

DOI: 10.5220/0011990000003470

In Proceedings of the 15th International Conference on Computer Supported Education (CSEDU 2023) - Volume 1, pages 345-350

ISBN: 978-989-758-641-5; ISSN: 2184-5026

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

345

that the students’ groups met twice a week for ﬁve

weeks in Zoom meetings. The results pointed out sig-

niﬁcant increments in the psychological measures of

sense of belonging and perceived generic skills. In an-

other study (Sugino, 2021), the impact of online CL

on students’ participation using the system of virtual

classroom Google Workspace for Education was ex-

plored. In particular, chat, pools, and video-meeting

were used to organize group interactions and discus-

sions. Overall, high levels of participation and coop-

eration were measured.

In addition to online CL, several studies (Bosch

et al., 2019, 2020; Sukmawati et al., 2020; Bosch

and Laubscher, 2019; Yang et al., 2021; Yapici, 2016)

have shown how CL can be applied in a blended learn-

ing environment to improve learning outcomes. For

instance, Yapici (2016) assessed the effectiveness of

blended CL in teaching biology. In this study, dif-

ferent cooperative activities (quizzes, glossaries, and

drag-and-drop activities), in a Moodle-based learn-

ing management system (LMS) were developed. The

ﬁndings suggest that blended CL increases the stu-

dents’ classroom community and academic achieve-

ments.

Nevertheless, the educational, social, and tech-

nological aspects need to be planned and deﬁned

clearly for achieving effectiveness in a technology-

based CL intervention (Wang and Wu, 2022). For

what concerns the educational and social aspects, sev-

eral guidelines (Johnson et al., 1994; Johnson and

Johnson, 1990; Gillies, 2016) were developed to help

instructors to implement and organize CL activities

and promote positive interactions and communica-

tion. Yet, a smaller number of studies (among them,

notably Nilakusmawati et al., 2021; Bodnenko et al.,

2020; Zhou and Lewis, 2021) provide detailed indi-

cations of technological tools suitable for CL. There-

fore, there is high heterogeneity in computer applica-

tions employed (e.g., web-based applications, LMSs,

social networks, apps, and games) (Jacobs and Ivone,

2020; Silalahi and Hutauruk, 2020). In addition, most

studies in technology-based CL have involved univer-

sity or high school students; yet, the usability, design,

and content management of many applications are not

well-suited for teachers and pupils in primary and

lower secondary schools (Bodsworth and Goodyear,

2017).

Based on this background, this paper presents a

new platform, K-DAD, meant to support and facili-

tate CL in primary and lower secondary schools. K-

DAD is speciﬁcally designed to enhance cooperation

among pupils, promote social skills development, en-

gage pupils in educational activities, and facilitate

learning of speciﬁc didactic content. The educational

objectives of K-DAD are to improve knowledge and

awareness of environmental and inclusion issues. To

achieve these goals, we have developed several ac-

tivities, such as educational games, wikis, glossaries,

and concept maps, that are aligned with CL strate-

gies. Moodle 4.0 was used as LMS to develop the

ﬁrst release of the platform. The remaining part of

the paper is organized as follows: Section 2 provides

an overview of the platform, illustrating the design

phases; Section 3 discusses research questions, hy-

potheses, and future directions.

2 METHODOLOGY

The design involved a multidisciplinary expert team

to evaluate how to implement several CL-based dig-

ital activities in the platform, assess users’ require-

ments as well as technological aspects. The team

adopted a cyclic process for the design and develop-

ment phases, organizing periodic meetings to discuss,

review and program each advance.

Following previous studies (Yapici, 2016; Sulis-

woro et al., 2016; Nilakusmawati et al., 2021), we

adopted as a technological solution the LMS Moo-

dle, version 4.0. Moodle is one of the most popular

open-source LMS to support e-learning, assist tradi-

tional face-to-face learning, and implement speciﬁc

teaching-learning strategies (Gamage et al., 2022). It

also supports the creation, sharing, and management

of educational content, the interaction among pupils

and between the teacher and the pupils, monitoring

and assessment of pupils by the teacher, and espe-

cially the development of personalized e-learning en-

vironments (Ziraba et al., 2020).

2.1 The K-DAD Platform

The K-DAD platform is a CL-based platform target-

ing Italian pupils of primary (fourth and ﬁfth grade)

and lower secondary school (sixth and seventh grade).

The K-DAD’s goals are to enhance pupils’ social and

soft skills training, and promote inclusion in the class-

room via technology-based CL.

To design the platform, we analyzed macro- and

micro-interactions of users within the basic theme of

Moodle to ameliorate usability issues and other is-

sues to make K-DAD more attractive for pupils in pri-

mary and secondary schools. In line with previous

studies (Hasan, 2019; Su

arez et al., 2022; Mkpojiogu

et al., 2018), the analysis emphasized the necessity to

modify and customize several user interface elements,

such as the graphical style, interactions, and content

architecture.

CSEDU 2023 - 15th International Conference on Computer Supported Education

346

Figure 1: Screenshot of the ﬁrst section of K-DAD: Little Environmentalist. This section involves activities aimed to become

environmentally responsible. In particular, the activities were organized into three main sub-sections: Recycle, Avoid Waste,

and Alternative Energy.

Concerning the appearance, we assessed sev-

eral themes provided by Moodle and eventually cus-

tomized a speciﬁc modern theme (CONECTI.ME

LTDA, 2022) by using an appealing palette of colors,

icons, and illustrations. Furthermore, as suggested by

Lyu et al. (2022), we used colors to visually support

the navigation of the users through pages of the plat-

form, attract users’ attention, and express information

(e.g., each section has different colors). In addition,

users can change text size and color background based

on their visual needs.

Following the advice of Mkpojiogu et al. (2018),

we structured and simpliﬁed the navigation inside the

platform: i) creating direct links between the home

page and the platform sections; ii) introducing a nav-

igation menu for returning to the previous page; iii)

redirecting to a new page to show subsections; iv)

designed minimal and clear menu. Moreover, we in-

serted a virtual tour to guide the user at the ﬁrst access

to the platform and created video tutorials and instruc-

tions, available inside K-DAD. Additionally, we cus-

tomized the Italian language pack available by default

in Moodle to adopt a style more suited for kids.

We designed the content architecture using card

blocks to cluster sections and subsections and avoided

providing too much information on a single page (Fig-

ure 1). Providing clear instructional design is aimed

to help pupils focus on the content to be learned (Ni-

lakusmawati et al., 2021).

2.1.1 CL Activities

Up to now, K-DAD is organized into two main sec-

tions aimed at promoting environmental knowledge

and awareness (Il Piccolo Ambientalista, the little en-

vironmentalist) as well as diversity, equity, and in-

clusion (Diversamente uguali, we are different and

equal). Following Veldman et al. (2020), we orga-

nized the tasks starting with a story introducing a so-

cial problem related to the selected topics. After this

introduction, pupils are involved in several activities

and tasks that include:

• concept maps;

• boards to express and organize opinions and

ideas;

• cooperative educational games such as platform

games (as shown in Figure 2), drag-and-drop

games, crosswords, quizzes, play-roles, and puz-

zle games;

• glossaries;

• collaborative writing (wikis);

• synchronous (e.g., chat) and asynchronous (e.g.,

forum) communication tools.

These activities have been structured to be carried

out in small groups and each group member has a spe-

ciﬁc role. At the end of each activity, both the group

as a whole and each individual member receive feed-

back and reward based on their outcomes.

For example, upon completing the Il Piccolo Am-

bientalista section, pupils are awarded a certiﬁcate

that accredits their competencies and level of envi-

ronmental responsibility. The activities were embed-

ded in the platform and implemented using both de-

fault activities of Moodle, speciﬁc plugins, or external

tools, especially for educational games.

K-DAD a Platform for Cooperative Learning in Primary Schools

347

Figure 2: Screenshot of an educational game, developed in

the platform K-DAD. The game provides that the player puts

waste in the right bin.

3 DISCUSSION AND

CONCLUSIONS

The aim of this paper is to introduce an Italian digital

CL-based platform tailored for pupils of primary and

lower secondary schools. Following previous studies

(Sulisworo et al., 2016; Yapici, 2016; Nilakusmawati

et al., 2021; Gamage et al., 2022), we have devel-

oped a Moodle-based platform to provide a ﬂexible

and customized e-learning environment. To prevent

usability issues, we have designed a clear and struc-

tured user interface with child-friendly elements. To

facilitate the CL tasks, we integrated several plugins

and implemented different group activities. In partic-

ular, we developed two main sections as examples and

provided indications to teachers for implementing and

structuring other CL tasks into the platform.

CL offers an instructional paradigm to promote

active learning, teamwork, critical thinking, and

decision-making skills (Gillies, 2016). Speciﬁcally,

pupils can experiment with a positive experience of

interdependence in which they can co-construct new

knowledge and learn by themselves and others (John-

son and Johnson, 1990). To foster this form of

knowledge-sharing cooperation and collaboration, a

key role is played by the organizational structure

within the educational environment that ensures dif-

ferent actors cooperate on the same project and share

information inside and outside their group (Johnson

et al., 1994; Johler, 2022). Therefore, integrating CL

into the learning platform offers the opportunity to

create an organized space of communication, collab-

oration, sharing, organization, and monitoring to sup-

port both teachers and pupils (Sulisworo et al., 2016;

Yapici, 2016; Huang et al., 2020).

Despite the potential beneﬁts, there is a lack of re-

search investigating the implementation of CL-based

digital platforms in lower schools due to the need

for a variety of resources, tools, speciﬁc equipment

in classrooms, and a high level of involvement and

training of teachers (Zhou and Lewis, 2021; Veldman

et al., 2020). Previous research (Akram et al., 2021;

Blikstad-Balas and Klette, 2020) demonstrated that

the use of technological tools, especially interaction

with pupils, can be challenging for teachers in differ-

ent ways. For instance, teachers may not be experts

in educational technologies and then not always iden-

tify the several opportunities that technologies offer

in traditional learning settings (Johler, 2022; Cachia

et al., 2021). In addition, using technology-based CL

requires teachers to appropriately design CL tasks as

well as to evaluate the suitability of the technological

applications in order to produce effective learning and

guarantee collaborative processes (Jacobs and Ivone,

2020; Iacono et al., 2021; Johler, 2022). Further-

more, many educational platforms requires speciﬁc

guidance to be used proﬁciently and with satisfaction

by children without adult guidance (Vlachogianni and

Tselios, 2022; Floriano et al., 2022), leading teach-

ers to favor speciﬁc technological applications such

as games, mobile apps, or social networks for imple-

menting cooperative strategies.

The driving idea beyond the K-DAD project is

that open-source learning systems, designed specif-

ically for school-aged children and structured based

on CL’s main elements, can improve the application

of technology-based CL interventions in primary and

secondary schools. In particular, the project aims to

provide new frameworks to integrate digital learning

platforms into traditional teaching to foster coopera-

tion and inclusion in the classroom context.

Further studies need to be carried out in order to

validate the effectiveness and efﬁcacy of the K-DAD

platform. As future study, we plan to conduct a task-

oriented usability test with kids to assess the usabil-

ity and user experience of the platform. Then, we

will evaluate possible changes and adjustments to the

platform prototype. After this ﬁrst phase, we will

complete the development of the platform and assess

the impact of K-DAD in a whole-classroom setting.

Speciﬁcally, the study will involve 80 primary and

lower school Italian pupils who will use the K-DAD

platform in their classrooms. Changes in the per-

ceived level of inclusion, social skills development,

peer engagement in learning activities, and educa-

tional outcomes among the pupils will be evaluated.

CSEDU 2023 - 15th International Conference on Computer Supported Education

348

ACKNOWLEDGEMENTS

The authors would like to thank Seyedehdelaram Es-

fahani and Patrick Lastra for their contributions.

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