Enhancing Freshman English Learning: A Study of Solo vs Collaborative Educational Gameplay Effects on Achievement and Motivation

Abstract

This research compared the effects of solo and collaborative gameplay formats on learning achievement and motivation among freshmen English students. Sixty students were randomly assigned to play educational games either individually or in small groups over ten weeks. While both groups received similar instructional time, one played independently using individual devices, while the other played in small groups sharing a single device. A pre-test and post-test design was used, with a 20 multiple-choice exam assessing freshman English knowledge. A modified Motivated Strategies for Learning Questionnaire was also administered to measure five dimensions of motivation (intrinsic goal orientation, extrinsic goal orientation, task value beliefs, control beliefs, and self-efficacy for learning). Post-test scores were significantly higher for the collaborative gameplay group, suggesting team-based interaction enhanced learning. However, a MANOVA showed no significant differences between groups on any of the motivation dimensions measured. The findings demonstrate collaborative gameplay may boost achievement without compromising motivation when compared to solo gameplay.