Individualistic Versus Competitive Game-Based E-Learning

Abstract

In conventional teaching there are three major goal structures: competitive learning, cooperative learning and individualistic learning.There has been much research into the effectiveness of these goal structures in conventional teaching. In regards to computer-aided learning, cooperative learning has been researched in game-based e-learning (GBEL), but competitive learning has mostly been overlooked. This research investigates the impact that competition has on the effectiveness of GBEL. The results of the experiment showed that when the e-learning game was played in a competitive context there was a lower learning improvement than if the game was played in a non-competitive, individualistic context.

Gen Y Attributes—Antecedents to Teaching Pedagogy

“…It is interesting to note here that for Gen Y the significant negative relationship between trust and competition is in line with the study by Zaphiris et al (2007) who found that competition and trust do not go hand in hand, that is, where there is trust, there is cooperation, and where there is competition, trust cannot exist. The Gen Y have been born and brought up in the era where competition is present in all aspects of life and thrive on competition (Zaphiris et al, 2007), thus leveraging this attribute in the teaching of the students could enhance learning outcomes. Competition must be used with caution because of its negative relationship with trust as by increasing competition we may also decrease trust.…”

“…How participants' goals are structured will determine how they interact, which in turn determines the outcomes of the situation (Deutsch, 1949). In this context Zaphiris et al, (2007) notes, cooperation exists when there is mutual assistance as well as there is give-and-take of requisite resources, and trust. In contrast, competition arises when there is hindrance of each other's success, use of coercion and threat strategies, increase in power differentials, misleading communication, all with a view to win competition is omnipresent in all aspects of life.…”

“…In contrast, competition arises when there is hindrance of each other's success, use of coercion and threat strategies, increase in power differentials, misleading communication, all with a view to win competition is omnipresent in all aspects of life. From early age, children are introduced to competition, be it in grades, sports, admission to academic courses or applying for jobs (Zaphiris et al, 2007). When it comes to schools, most children consider them to be competitive (Johnson & Johnson, 1983).…”

“…In the social interdependence and situational context, competition occurs when individual's goals are negatively correlated Deutsch (1949). In the classroom, it is often difficult to distinguish between cooperation and competition where students look to bear each other in test scores, yet would rarely do so to cause detriment (Zaphiris et al, 2007). As per the same author, it is often difficult to find instances of pure co-operation and pure competition.…”

“…While learning was not the primary motive, competition has been an important motivational factor in playing in traditional games. Thus, competition is likely to transcend into the world of gamebased educational learning (Zaphiris et al, 2007).…”