Competition and students’ perceptions in a game-based language learning environment

From duels to classroom competition: Social competition and learning in educational videogames within different group sizes

“…Competition increases enjoyment (Fu, Wu, & Ho, 2009;Vorderer, Hartmann, & Klimmt, 2003), which can be an important factor especially for inexperienced learners (Chen, 2014b). Furthermore, intrinsic (interpersonal) motivation (Malone & Lepper, 1987), attention, excitement, and involvement (Vandercruysse, Vandewaetere, Cornillie, & Clarebout, 2013) are all affected. Especially increased motivation might affect learning as it is related to higher accuracy and more time spend on knowledge tasks within the game (Ozcelik, Cagiltay, & Ozcelik, 2013).…”

“…In contrast, cooperative actions require technical capabilities to organize, coordinate, and harmonize gameplay actions between cooperating players (or an advanced artificial intelligence) in order to enable them to reach their common goal. When looking into educational videogame research, one-versus-one (Cheng et al, 2009;DeLeeuw & Mayer, 2011;Plass et al, 2013), team-versus-team (Ke & Grabowski, 2007), and artificial competition with face icons, status bars, or computer-generated scores (DeLeeuw & Mayer, 2011;Van Eck & Dempsey, 2002;Vandercruysse et al, 2013) are, until now, the most common types of competition analyzed. This leaves much room for research on the different group sizes during competitive gameplay.…”

Gamification for Arabic Natural Language Processing: Ideas into Practice

“…Welldesigned games might have great potential for optimizing the learning achievements of the children, additionally, they can enhance their learning skills independently on time or places where they are, and while travelling, shopping or simply when being at home. The use of games for language learning is labeled gamebased language learning, these games are often associated with the approach of taskbased language teaching focusing on meaningful language use rather than drillandpractice exercises [43]. Edutainment games, primarily languagebased games, should take into consideration elements of engagement, motivation, and enjoyment.…”

“…Despite the growing popularity and the promising claims that have arisen, there seems to be a major lack of empirical research and evidence on the added value of gamebased learning [43], whilst, other several studies explored gaming for a specific purpose in language learning, such as listening strategies, and English as a foreign language, writing and speaking performance using a multimedia web annotation system [44].…”

Serious support for serious gaming: enhancing knowledge acquisition in a game for prevocational mathematics education

“…Competition makes games feel like play and stimulates engagement and persistence in the learning activity (Malone & Lepper, 1987). Though competition seems to be a key motivational element, there is limited research that addresses the empirical effectiveness of competition in games (Van Eck & Dempsey, 2002;Vandercruysse, Vandewaetere, Cornillie, & Clarebout, 2013).…”