Comparative institutional analysis of participation in collaborative learning

Eisuke Saito, Thi Diem Hang Khong, Yasunobu Sumikawa, Miki Watanabe, Arif Hidayat

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    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.

    Original languageEnglish
    Article number1779556
    Number of pages14
    JournalCogent Education
    Publication statusPublished - 2020


    • collaborative learning
    • comparative institutional analysis
    • group learning
    • qualitative game theory

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