Open AccessProceedings Article
Learning through playing for or against each other? promoting collaborative learning in digital game based learning
Margarida Romero,Mireia Usart,Michela Ott,Jeffrey Earp,Sara de Freitas,Sylvester Arnab +5 more
- pp 93
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TLDR
The multi-player GBL dynamics may enhance collaborative learning through a relation of positive interdependence while at the same time maintaining a certain level of competition for ensuring multi- player GBL gameplay.Abstract:
The process of learning through Game Based Learning (GBL) presents both positive aspects and challenges to be faced in order to support the achievement of learning goals and knowledge creation. This study aims to characterise game dynamics in the adoption of multi-player GBL. In particular, we examine the multi-player GBL dynamics may enhance collaborative learning through a relation of positive interdependence while at the same time maintaining a certain level of competition for ensuring multi-player GBL gameplay. The first section of the paper introduces collaborative GBL and describes the combination of intragroup dynamics of cooperation and positive interdependence and an intergroup dynamic of competition to maintain gameplay. The second part of the paper describes two multi-player GBL scenarios: the multi-player game with interpersonal competition and the multi-player game with intergroup competition. For each scenario a case analysis of existing collaborative games is provided, which may help instructional and game designers when defining the collaborative GBL dynamics. Technological requirements and best practices in the use of collaborative GBL are described in the last sections.read more
Citations
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Francesco Bellotti,Riccardo Berta,A. De Gloria,Elisa Lavagnino,Alessandra Antonaci,Francesca Maria Dagnino,Michela Ott,Margarida Romero,Mireia Usart,Igor Mayer +9 more
TL;DR: The paper presents a table template, based on state of the art models for entrepreneurship education, that is used for the scouting of the most suited SGs and defining the most appropriate mix for their use in the courses, keeping into account targeted competences and skills, usability and pedagogical effectiveness.
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Increasing collaborative communications in a programming course with gamification: a case study
TL;DR: A gamified online discussion system was added to an introduction to programming course, with the aim of motivating the students to help each other, and had a positive impact on the course, increasing student collaboration, reduced response times and made course communications 88% more efficient by reducing email traffic.
References
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Interpreting Qualitative Data : Methods for Analysing Talk, Text and Interaction
TL;DR: This book has been substantially rewritten with the aim of greater clarity and a considerably expanded treatment of discourse analysis are provided in the new edition as discussed by the authors, which takes account of the growing interest in qualitative research outside sociology and anthropology from psychology to information systems, health promotion, management and many other disciplines.
Running head: WHY MINIMALLY GUIDED INSTRUCTION DOES NOT WORK Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Paul A. Kirschner,John Sweller +1 more
Journal ArticleDOI
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
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Interpreting Qualitative Data
TL;DR: In this paper, the authors present a theory and method in qualitative research and discuss the potential of qualitative research in the context of case study research, focusing on focus groups and focus groups.
Digital Game-Based Learning
TL;DR: Parents and educators need to hear that video games are not the enemy, but the best opportunity the authors have to engage their kids in real learning.