The influence of task demand and social categorization diversity on performance and enjoyment in a language learning game

Abstract

Task demand type (e.g., competitive, cooperative, conjunctive) is an important factor influencing learning motivation and performance in a group. Limited research is available regarding conjunctive task demand for learning tasks, especially for the lower performing individuals. Additionally, group composition or social categorization diversity in a group is another important yet relatively understudied factor. To fill the research gap, this study attempted to examine the effects of task demand and social categorization diversity in a group on motivation and performance in a computer-based foreign language learning game. Seven conditions were included: 2 (social categorization diversity: in-group or out-group) x 3 (group task demand: competitive, conjunctive, or cooperative) plus an individual task demand control condition. A total of 102 undergraduates without prior Italian language background were randomly assigned to one of the seven conditions to play an Italian learning game on the computer in the laboratory for about 15 min. We found that for inferior group members, a conjunctive task was the most effective for the performance of learning Italian vocabulary. Significant interaction effects between social categorization diversity and task demand were found for both task performance and enjoyment. Implications for serious games and mediated educational tool design are discussed.