Learning in Single-Versus Multiplayer Games: The More the Merrier?

Abstract

From the observations of successful entertainment games, it is hypothesized that implementing a single-player option may require a different approach from that in a multiplayer option, in terms of game design. To find out whether this could be true and to understand what the specific approaches could entail for educational games, three separate yet related investigations were conducted to examine single- versus multiplayer games: an investigation of two educational games designed and evaluated by the authors, a theoretical investigation from a game and learning perspective, and an empirical investigation of 23 case studies. From these three investigations, it turned out that a “single-player approach” is data intensive, has formal rules, and uses direct transfer and individual learning. On the other hand, a “multiplayer approach” is less straightforward. From a game perspective, it can be characterized as process intensive and having social rules. When related to learning, however, it could be positioned on any dimension. This exploration shows that the approaches differ to a large extent and that designers have to find a fit between what option they choose and approach they take.

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

“…Players had to achieve construction (i.e., build, maintain, or manage objects, Fullerton, 2014) and solution (i.e., solve a problem or puzzle, Fullerton, 2014) gameplay objectives with an programmable turtle to complete the race. We tried to reduce obstructive interactions between the players, because direct transfer learning might be more difficult to achieve in multiplayer games (Harteveld & Bekebrede, 2010). Therefore, we separated the racing lanes with insurmountable obstacles in order to prevent undesired interactions (e.g., stealing or destroying the opponent's material, disturbing the construction of puzzle solutions).…”

20 Years of EUROCALL: Learning from the Past, Looking to the Future

“…in exploring the relations between digital gameplay and language learning. However, within the gaming industry, there is little consensus about how to classify games (Apperley, 2006;Dickey, 2006;Harteveld & Bekebrede, 2011). proposed (e.g.…”

Reinventing the Rules: Emergent Gameplay for Civic Learning

“…Benefits associated with the use of serious games as learning technologies to improve both cognitive and social learning encompass increasing literacy on specific topics, raising awareness, developing (complex) problem-solving skills, increasing media literacy, enhancing visual thinking and spatial sense, and building networks and coalitions (Crookall 2010;Erhel and Jamet 2013;Granic et al 2014;Shaffer et al 2005). Harteveld and Bekebrede (2011) separate between direct transfer learning, which consists of concrete, predefined and measurable objectives and open-ended learning, which is abstract and difficult to measure. Unlike in simulations and models, real people can discover new knowledge during the gameplay (de Caluwe et al 2012) and can experience both direct transfer learning on the level of the game content and openended learning from the behaviours that emerge out of the social interactions of the players, while, for example, negotiating strategies, sharing knowledge or resources.…”

“…Rules in board games are usually simpler than in computer games and are always explicit, which make emergence in board games easier to study (Doormans 2008;Zagal José et al 2006). Harteveld and Bekebrede (2011) argue that multiplayer games are process intensive and characterized by social rules. These conditions make board games a well-suited case for observing emergent gameplay and evaluate whether the emerging behaviours and social interactions between the players and the game, and among the players, contribute to civic learning.…”

“…Mapping the emergent attitudes and interactions that develop during gameplay is a necessary step to identify any form of social or collective learning (Dörner et al 2016;Medema et al 2016;Wendel and Konert 2016), such as civic learning. In order to transform the gaming experience into a learning experience for the players, both individual and as a group, reflection, feedback and debriefing are crucial (Crookall 2010;de Caluwe et al 2012;Harteveld and Bekebrede 2011;Lederman 1992). Thus, the debriefing sessions allowed the players to revisit their in-game actions and behaviours and link what is represented in the game with their real-life experiences (Garris et al 2002).…”