Eisuke Saito, Thi Diem Hang Khong, Yasunobu Sumikawa, Miki Watanabe, Arif Hidayat
Recently, group learning has been introduced in various countries as part of educational reform. While there are various approaches to group learning, the focus of this study is on collaborative learning, which is based on mutual help-seeking and consultation. This requires teachers’ decision to integrate collaborative learning into their practices and all actors to participate therein. This demonstrates whether implementing and participating in collaborative learning is a game theoretic situation. However, in the majority of studies on group learning, the game theoretic aspect has not been sufficiently investigated. Therefore, this paper aims to provide a conceptual discussion on this situation in collaborative learning using a comparative institutional analysis (CIA) framework. © 2020, © 2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Faculty of Education, Monash University, Clayton, Australia; School of Education, Faculty of Humanities and Social Sciences, University of Queensland, St Lucia, Australia; University Education Center, Tokyo Metropolitan University, Tokyo, Japan; Library and Academic Information Center, Tokyo Metropolitan University, Tokyo, Japan; Faculty of Mathematics and Science Education, Indonesia University of Education, Bandung, Indonesia
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