Learning through video games: The impacts of competition and cooperation

Abstract

The purpose of this study was to explore four different methods of instruction: a traditional slideshow control group, and three groups using an educational video game played either individually or facilitated with a competitive or cooperative social structure. The instructional tool was an educational video game designed to teach a personal finance lesson on credit scores through individual play. The research questions focused on differences in participant performance, engagement, and attitude. The participants in the study consisted of adults from traditional extension and outreach audiences associated with a land-grant university located in the intermountain western United States. The results of this study indicated that, with one exception, there were no significant differences in outcomes between the four different methods of instruction. The broad interpretations of this study are that educational outcomes of using educational video games may not vary greatly based on social context when using precise definitions of competition and cooperation. Importantly, this affords educators the general freedom to choose among a number of social educational structures without fear of significantly compromising educational outcomes.

An educational board game for learning orofacial spaces: An experimental study comparing collaborative and competitive approaches

“…In addition, gamification in education seems to be effective strategy to enhance engagement and motivation of learners, 26 especially if it is designed with an interactive response system 27 . Not only competition but also collaboration can motivate and engage learners in game‐based learning 28,29 . Educational games are able to create a social constructivist learning environment, where learners can construct their knowledge through interactions with their peers and instructors.…”

“…27 Not only competition but also collaboration can motivate and engage learners in game-based learning. 28,29 Educational games are able to create a social constructivist learning environment, where learners can construct their knowledge through interactions with their peers and instructors. This concept is promising for learners to self-direct their learning, especially when support is required.…”

Cooperative of Team Games Tournament to Enhance Learning Outcomes in English Learning

“…The learning model can be thought of as a set of ideas that explain how to organize learning experiences in a way that helps you reach your learning goals. "cooperative learning" is a way for students to learn in which they work together in small groups to solve problems (Erickson & Sammons-Lohse, 2020). "A cooperative learning model is a set of learning activities that students do in groups in order to reach the learning goals that have been set.…”

Popular Culture as an Educative Teaching Tool in the Elementary Classroom

“…Today's children are growing up around video games for both entertainment and educational purposes (Adams, 2011;Erickson & Sammons-Lohse, 2021;Gee, 2003;Marsh & Millard, 2000) and are extremely video game-literate (Annetta et al, 2009). Video games offer opportunities "to design, implement, and study virtual learning experiences in real classrooms" (Annetta et al, 2009(Annetta et al, , p. 1105.…”

“…Video games offer opportunities "to design, implement, and study virtual learning experiences in real classrooms" (Annetta et al, 2009(Annetta et al, , p. 1105. Studies have shown that video games are engaging and effective educational tools (Annetta et al, 2009;Beserra et al, 2019;Erickson & Sammons-Lohse, 2021;Gee, 2003;Marsh & Millard, 2000;Toh & Kirschner, 2020). Gee (2003) even argued that "learning in good video games fits better with the modern, high-tech, global world today's children and teenagers live in than do the theories (and practices) of learning that they see in school" (p. 7).…”