How competition and heterogeneous collaboration interact in prevocational game-based mathematics education

Vrugte, Judith ter; Jong, Ton de; Vandercruysse, Sylke; Wouters, Pieter; Oostendorp, Herre van; Elen, Jan

doi:10.1016/j.compedu.2015.08.010

Cited by 80 publications

(49 citation statements)

References 42 publications

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“…Ter Vrugte and colleagues () investigated scripted collaboration in a math game on proportional reasoning. This experiment had the same four conditions as the study by Chen and Law ().…”

Section: Scripted Collaborationmentioning

confidence: 99%

Effects of scripting on dialogues, motivation and learning outcomes in serious games

Meij

Veldkamp²,

Leemkuil

2019

Brit J Educational Tech

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Research on serious games shows that complementary design measures are often needed to increase effectiveness. The present study investigated the role of scripted collaboration. In such a collaboration, players are assigned roles or given specific tasks to stimulate them to communicate more about essential game aspects (eg, arguing why a move should be made versus merely suggesting a move), and thereby raise learning. A risk of scripted collaboration is that it can constrain communication so much that motivation drops. An experiment with eighth‐grade students is reported in which a scripted and non‐scripted condition were compared for their effects on the level of dialogic acts, motivation and learning outcomes. In the scripted condition, players were assigned opposing roles in a game that revolved around making smart choices by considering each perspective. The findings supported the prediction that scripting would raise the level of the dialogues. Scripting led to significantly more dialogic acts about deeper level game features. In addition, players in the scripted condition achieved a significantly higher mean score on a knowledge posttest. An exploratory analysis showed that higher level dialogic acts correlated with higher posttest scores. Motivation was the same in both conditions. What is already known about this topic Without complementary support, serious games may yield low learning effects. Collaborative game‐play helps raise the effectiveness only moderately. What this paper adds The effectiveness of learning from a serious game was investigated for a conflict script that stimulated players to adopt opposing roles. The conflict script did not affect the amount of talking. Gaming‐the‐game expressions predominantly coincided with relevant observations about game content. Scripted collaboration increased the level of the dialogic acts, and raised learning. Higher levels of dialogic acts were also positively related with higher learning outcomes. Implications for practice and/or policy Collaboration scripts can contribute substantially to game‐based learning. They have the advantage that they can be constructed by educators. The design of a collaboration script requires careful balancing the need to stimulate certain kinds of game communications and avoiding imposing too much constraints on these communications.

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“…Ter Vrugte and colleagues () investigated scripted collaboration in a math game on proportional reasoning. This experiment had the same four conditions as the study by Chen and Law ().…”

Section: Scripted Collaborationmentioning

confidence: 99%

Effects of scripting on dialogues, motivation and learning outcomes in serious games

Meij

Veldkamp²,

Leemkuil

2019

Brit J Educational Tech

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“…In collaborative settings, the teacher may strategically group learners according to their achievement levels in order to provide the low-achieving learners with support from high-achieving learners in their group. However, heterogeneous groups may only be beneficial to low-achieving learners during collaboration (Ter Vrugte et al, 2015). This idea and other effects that heterogeneous groups have on collaboration and competition will further be discussed in Section 2.4.1.…”

Section: Learning Development and Achievement Through Collaborative mentioning

confidence: 99%

“…According to Cojocariu and Boghian (2014), game-based learning connects learners and provides an opportunity for active learning. When learners are working together in groups, they use their group as support when they need help, but remain accountable for their own learning (Ter Vrugte et al, 2015).…”

Section: Introduction To the Literature Reviewmentioning

confidence: 99%

The developmental influence of collaborative games in the Grade 6 mathematics classroom

Putten

Blom

Coller

2020

International Journal of Mathematical Education in Science and

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This study investigated the developmental influence of collaborative games in the Grade 6 mathematics classroom. Development in areas such as awareness of mathematics, confidence, competence, curiosity, love for mathematics, appreciation of mathematics, creativity, recognition of mathematics, understanding, and knowledge and skills was investigated. The following three data collection methods were used: intervention, observations, and interviews. For the intervention, a quasi-experimental design was used to assign two out of four classes to an experimental group, and the other two to a comparison group. Fifty-one Grade 6 learners participated in the intervention, which covered the following four mathematics topics: multiplication, nets of 3D-objects, symmetry, and division. Each topic included a pre-test and post-test, with learners being observed during the completion of the post-tests. For the posttests, the comparison group completed the textbook activities individually as they usually would. The experimental group completed the same activities, but in a gamebased worksheet format while collaborating in heterogeneous pairs. The results revealed that the experimental group increased 4.28% more from the pretests to the post-tests than the comparison group. This implies that there was a developmental difference, which can be ascribed to the implementation of collaborative game-based worksheets. The Game Object Model, which was the framework used in this study, provided essential information regarding designing educational games that are conducive to learners' mathematical development. The experimental group increased the most in multiplication and division, which required skills in routine procedures. Low-achieving learners benefited the most from collaborating in heterogeneous pairs in their achievement in mathematics. The experimental group showed a high level of collaboration as they helped each other frequently. A need for support was noted in the comparison group when they asked for assistance from the teacher or a group leader according to the classroom seating arrangements, even though they were instructed to complete the activity individually. Although collaborative games have positively influenced learners' development in mathematics, observations also show that the teacher plays an important role in learners' development in mathematics with regard to focus, motivation, and stirring up a love for mathematics in the learners.

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“…For instance, [13] studied the educational value of computer games noted positive psychological resilience among students. Similarly, [14] and [15] emphasized the positive impact of computer games environments to help build anticipation, crisis management and strategizing. Based on the foregoing, this research will investigate teacher engagement in gamification design.…”

Section: Benefits Of E-games In Learningmentioning

confidence: 99%

An Investigation of the Role of the Teacher in Gamified Learning in Primary Schools

Saggah¹,

Campion²,

Stanier³

2018

EDULEARN Proceedings

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Gamification is becoming part of daily life with growing use in the learning context. The research literature shows that gamified learning can have a positive impact on student motivation, and hence there is a need to reflect upon the pedagogic requirements of gamified learning. Furthermore, existing literature acknowledges the value of teachers' input in game design processes; however, evidence also seems to suggest that the teacher's role in gamification design remains undefined and underexplored. For this reason, an investigation was designed to examine primary school teachers' engagement in gamified learning design and categorize the gamification aspects in a learning context from the teacher's perspective. A survey involving sixty-four Saudi Arabian primary school teachers identified gamification aspects which were perceived as teacher-driven tasks in the gamified learning design process. Building on the results of the survey, six in-depth interviews explored how teachers interacted with the gamified learning design process.The results of the investigation showed that teachers, in general, have a high level grasp of gamification concepts in theory. Teachers positively identified gamification aspects such as the story of the game, rules, timing, and related elements as teacher-driven tasks. However, teachers demonstrated a lack of confidence in applying gamification aspects when asked to complete high level gamification design tasks. For instance, some teachers found the use of gamification input methods and elements such as adding a timing rule for bonus levels as challenging, although they had previously identified these as teacher-driven tasks. In addition, there was a misapplication of concepts, illustrated using in-class rules as gamification rules, i.e., game-specific rules.The research indicated a requirement for a pedagogic gamification framework to support a collaborative strategy between teachers and game developers. A collaborative approach will facilitate teacher involvement in the gamified learning design process, will support better design of the gamification process flow and will enable a better fit to pedagogic requirements. This paper proposes as future work, the development of a pedagogic gamification framework to bridge the gulf between teachers' theoretical knowledge of gamification in education and the practical application of gamification in a school context.

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How competition and heterogeneous collaboration interact in prevocational game-based mathematics education

Cited by 80 publications

References 42 publications

Effects of scripting on dialogues, motivation and learning outcomes in serious games

Effects of scripting on dialogues, motivation and learning outcomes in serious games

The developmental influence of collaborative games in the Grade 6 mathematics classroom

An Investigation of the Role of the Teacher in Gamified Learning in Primary Schools

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