Children’s Acceptance of a Collaborative Problem Solving Game Based on Physical Versus Digital Learning Spaces

Abstract

Collaborative Problem Solving (CPS) is an essential soft skill that should be fostered from a young age. Research shows that a good way of teaching such skills is through video games; however, the success and viability of this method may be affected by the technological platform used. In this work we propose a gameful approach to train CPS skills in the form of the CPSbot framework and describe a study involving eighty primary school children on user experience and acceptance of a game, Quizbot, using three different technological platforms: two purely digital (tabletop and handheld tablets) and another based on tangible interfaces and physical spaces. The results show that physical spaces proved to be more effective than the screen-based platforms in several ways, as well as being considered more fun and easier to use by the children. Finally, we propose a set of design considerations for future gameful CPS systems based on the observations made during this study.

A Systematic Review of Serious Games for Collaborative Learning: Theoretical Framework, Game Mechanic and Efficiency Assessment

“…The game of Circuit Runner chose five facets of collaboration skills [19，20] as outlined in the ACT's Holistic Framework [21], including maintaining a shared understanding, engagement/interaction, evaluate feature identification and strategy. Jurdi et al [22] developed a framework for collaboration called CPSbot, revolving around four skills of communication, negotiation, organization and planning, which is based on the PISA 2015 definition of collaborative problem-solving. Cheng et al [23] employed the Team Competition-based Ubiquitous Gaming model [24] in their game design to promoting players' collaboration.…”

“…It is crucial to incorporate a set of communication tools to enable group members to share information and communicate with each other. The chatting channel [8,12,14,21,22,32] is considered to be one fundamental mechanic that enables group members to discuss, exchange information and make decisions together. It also allows team members to offer assistance or feedback to each other as well as provides the most and strongest supporting for planning and taking action on the tasks.…”

“…It also allows team members to offer assistance or feedback to each other as well as provides the most and strongest supporting for planning and taking action on the tasks. The expression or gesture is a useful tool of non-verbal communication for enacting the communication and encouraging others since players can express promoting behaviours or praising team members quickly using emoticons [8,21,22].…”

A systematic review of game technologies for pediatric patients

“…This would be interesting not only because good technology acceptance is key for the success of the game intervention, but because handhelds can be carried around with the patients, and are less obtrusive in certain procedures and situations as they are wireless. By joining several of these devices together one could devise colocated games to foster socialization [53,66], which has been mostly unexplored in children in hospital. should be used with caution, as they are known to produce symptoms similar to motion sickness [67], and even though this can be reduced by playing seated instead of standing [68], they present too big of a risk to expose hospitalized children to them.…”

“…incorporating interactions with the physical space in a technological game is perceived as easier and more fun than screen-based activities [66]. Tangibles can be represented as toys, which are already familiar to children (e.g., plush toys [71]).…”