Role of learner agency for interactive group learning through the lens of Blooms Taxonomy

Despite the perceived benefits, the role of learner agency in interactive group discussions for active asynchronous learning remains relatively unexplored. This study aimed to address this research gap by employing a mixed-methods case study approach, analysing 256 forum posts and 37,599 rows of log data from the university?s virtual learning environment. The study aimed to investigate how learner agency influences students? participation, response quality, and perceived engagement in asynchronous interactive group discussions within digital game-based learning environments. The findings, examined through the lens of Bloom?s Taxonomy, reveal that students in the challenge group exhibited higher-order thinking skills and reflective critiques in their interactive online forum discussions. Furthermore, moderate to large effect sizes (d?=?0.92?0.53) were observed when comparing the types of questions and responses among different students. These students also reported greater perceived control over their interactive learning experiences. The key findings contribute to the literature by bridging the knowledge gap regarding the role of learner agency for interactive group learning and extending the current understanding of its value in enhancing students learning engagement and outcome. This research provides practical implications for educators and researchers with resources that can inform effective learning design strategies in the evolving educational landscape.