Game-based Collaborative Learning Research Articles

A Systematic Review: How the Implementation of Collaborative Learning in Chemistry?

This research aims to determine what chemical materials are commonly used in collaborative learning and what methods/modes/approaches are used in collaborative learning in chemistry classes. The research method used is a systematic literature review (SLR) by analysing relevant research results from the Google Scholar and ERIC databases of 20 articles based on their suitability with the research theme within the last eight years (2016-2023). Through the SLR method, articles are reviewed systematically by following the steps that have been determined. The results of this systematic literature review (SLR) chemical material commonly used in collaborative learning is basic chemistry at the senior high school and university level, then the models/methods/approaches used in collaborative learning are inquiry-based collaborative learning, flipped classroom, and game-based collaborative learning.

Humanoid robot as a tutor in a team-based training activity

ABSTRACT Humanoid robotics is an emerging field striving to deploy technological devices capable of resembling and mimicking the human form. Primarily, the capability of human-like robots to interact with people has proved to be contributory in areas such as education and caretaking, but less so in adult training. In this study, we outline the design and experiment of an escape room training activity facilitated by a humanoid robot (HR), NAO. An escape room is a gamified activity where a team of players must complete a series of challenges to "escape from the room" by opening four locks in a limited amount of time. Opening each lock required the team to find hints and solve problems mediated by NAO. During the activity, NAO provided ongoing feedback on the team's performance. Ten experts evaluated the experience and were asked about their overall assessment of the activity and the added value of NAO as a mediator. The results on the feasibility of NAO's serving as motivating tutor in adults' collaborative game-based learning were very encouraging. We believe this study marks the first step toward developing a generic template for learning and training processes supported by a HR.

Comparison of Individual and Collaborative Game-Based Learning Using Tablet In Improving Students’ Knowledge In Primary Classroom Environment

Abstract: In the 21st century, mobile games have become a growing interest among children, including primary school students. This can be a great opportunity for instructors to utilize mobile games approaches and students' interest in games for education teaching and learning purposes, specifically in the primary classroom environment. However, there is no study yet considering the effect between individual and collaborative game-based learning (GBL) on students' knowledge. Experimental research was conducted in a public primary school to address the issue. The present study successfully determined the effectiveness of individual and collaborative GBL using tablets in improving students' knowledge in a primary classroom environment. Three groups of Standard Five students were given a pre-test before the intervention, followed by each group were taught using different approaches of conventional learning, individual and collaborative GBL, respectively. Subsequently, the students were given a post-test after the intervention. The test of homogeneity results indicated that the model was normally distributed and could be used for the intervention. The results of analysis of covariance (ANCOVA) on students' post-test scores show the collaborative GBL had the highest mean, which was 9.324 at Day 4. Additionally, the collaborative group also had the highest mean of trials and success rate during intervention among the three groups as the days increased, which were 3.8 and 0.6, respectively. The collaborative GBL was the most effective among three different approaches. The students had a group discussion to share and organize ideas and critical thinking between their group members on what they have learned from previous intervention days into the current intervention session. The major findings of the present study revealed the potential of collaborative GBL using the tablet in the primary classroom environment in improving students' understanding, knowledge, problem-solving, communications and critical thinking skills.
 
 Keywords: collaborative; game-based learning; primary education; teaching strategies

A bibliometric analysis of game-based collaborative learning between 2000 and 2019

A bibliometric analysis of game-based collaborative learning between 2000 and 2019

A bibliometric analysis of game-based collaborative learning between 2000 and 2019

A bibliometric analysis of game-based collaborative learning between 2000 and 2019

Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning

Few studies have focused on the comparison between collaborative and individual digital game-based learning (DGBL) performance for students who study English as a Foreign Language (EFL). In collaborative DGBL, how the composition of foreign language anxiety (FLA) within groups of students affects students’ performance remains uncertain. This study aimed to examine the effects of anxiety composition on DGBL performance of primary school students with different FLA levels to inform collaborative DGBL instruction. Ninety-six fifth-graders from four classes were identified as low, moderate, and high anxiety students according to Foreign Language Classroom Anxiety Scale (FLCAS). Two classes were randomly assigned into collaborative DGBL while the other two classes in individual DGBL. The students in the collaborative DGBL were further grouped into 12 heterogeneous groups with anxiety composition of Low & Moderate (LM), Low & High (LH), Moderate & High (MH), and Low, Moderate & High (LMH). Those in the individual DGBL underwent individual gameplay learning. It was found that either collaborative or individual DGBL effectively assisted the students to reduce their FLA. The results also showed that the students in the heterogeneous groups generally had better DGBL performance than those who worked individually. Particularly, groups with anxiety composition of LM outperformed those with LH, those with MH, and those with LMH. The study suggests group composition be considered a critical factor that may enhance students’ learning with FLA in collaborative DGBL.

Factors Contributing to Collaborative Game-Based Learning (CGBL) Effectiveness

In facing the Covid-19 pandemic, the teaching and learning landscape in Malaysian schools has also changed accordingly. The Ministry of Education has introduced Teaching and Learning at Home to take over the previous methods. Conventional teaching methods are unfitting during the ‘new norm’. Therefore, teachers need to diversify their instructional strategies and search for various resources in the digital environment - learning in this mode should create a fun digital learning environment. Digital Game-based Learning (DGBL) is a teaching aid that is capable of promoting enjoyment in learning. This article focused on DGBL as a learning method in a collaborative environment called Collaborative Game-based Learning (CGBL). There is a shortage of insight on the factors that support DGBL’s efficiency in the digital environment, specifically in CGBL in educational settings. This article employed a systematic Thematic Review (TR) approach to synthesise the literature published from 2016 until 2021 on CGBL in the digital environment. A keyword search was conducted, followed by a filtering process using inclusion criteria from the Scopus, Lens, and Mendeley databases. The author identified 65 peer-reviewed journal papers. Only 34 articles were used to be reviewed after the inclusion and exclusion processes. A TR of these articles identified 95 initial codes, later grouped into 32 codes, and created ten categories from three themes. From the TR results, it is found that the factors contributing to CGBL effectiveness are learning environment, learning motivation and learning strategies. This work provides insight on various parties in considering the implementation of CGBL in Teaching and Learning at Home as one of the appropriate alternative resources and methods.

Development and Testing of a Roleplaying Gamification Module to Enhance Deeper Learning of Case Studies in an Accelerated Online Management Theory Course

Research has established that “cognitive rehearsal,” (CR) or the visualization of application of a behavioral response to a situation, can increase self-efficacy through vicarious experience, but is challenging to induce online. Online higher education curricula can include collaborative game-based learning (GBL) in the form or roleplaying, which can facilitate CR. The purpose of this study was to develop an online GBL module to facilitate CR in online business graduate students learning management theory case studies, and to evaluate its ability to induce CR. A convenience sample of students voluntarily participated in a proof-of-conduct study using a mixed-methods design to gauge whether use of the module facilitated CR, a descriptive and thematic analysis was conducted. Data were collected from 106 students within two course sections in an online Master of Business Administration (MBA) program. The module was used as an optional supplement to a management case study assignment and approximately 50% of students used it. Scores on the assignment were compared between students who used the module and students who did not, and those who did scored statistically significantly higher (p = 0.0003). Students reported in a survey that the module induced CR about applying management theory. Students also expressed satisfaction with the module and provided feedback for its improvement in the areas of format and content. Our findings suggest that collaborative roleplaying GBL and other methods to induce CR in online higher education should be explored and formally studied.

A Systematic Review of Serious Games for Collaborative Learning: Theoretical Framework, Game Mechanic and Efficiency Assessment

In recent years, there has been extensive research on serious games for edu-cational purpose. However, the design space for collaboration in games re-mains substantially unexplored. In this study, we systematically reviewed 31 empirical research articles regarding game-based collaborative learning published from 2006 to 2020 and attempted to provide new information about designing serious games for collaborative learning. We surveyed a number of games and investigated their design features that encourage col-laborative learning. Twenty game mechanics were identified and grouped in-to six main domains: (1) Space, (2) Objects, attributes and states, (3) Ac-tions, (4) Rules and goals, (5) Skill, (6) chance. The analysis of user studies they performed indicated that most of the game projects relied on self-report methods to test their learning effectiveness, and only a few studies adopted the data mining method based on game logs. The implications for research into facilitating collaborative learning and recommendations for future re-search directions are discussed.

A mandatory contribution-based collaborative gaming approach to enhancing students’ collaborative learning outcomes in Science museums

ABSTRACT In the past decades, collaborative game-based learning has been used to facilitate students’ learning in authentic learning contexts. Although several previous studies have reported the potential of this approach for students’ learning performance and motivation, unequal participation could negatively influence the learning effectiveness of collaborative learning. To this end, this study developed a mandatory contribution-based collaborative gaming approach (MCCG) to enhance the competencies for conducting practical solutions related to environmental issues during a cross-field learning activity between a school and a museum. MCCG and a conventional collaborative gaming approach (CCG) were implemented to investigate the effects of individual contributions on collaborative learning. Both individual learning achievements and collaborative learning outcomes were assessed. The results showed that game-based collaboration supports can support competency-based education to enhance students’ competencies, such as problem-solving and critical thinking competencies. Those students who learned with the mandatory contribution approach had better collaborative learning outcomes.

Socially shared regulation of learning in game-based collaborative learning environments promotes algorithmic thinking, learning participation and positive learning attitudes

ABSTRACT This study examined whether socially shared regulation of learning (SSRL) enhances students’ algorithmic thinking performance, promotes learning participation and improves students’ learning attitudes through game-based collaborative learning. The students learned algorithmic knowledge and completed programing tasks using Kodu, a new visual programing language made specifically for creating games. The teaching and learning program lasted for six weeks, during which time the students attended a 45-minute algorithmic thinking class every week. Students in the experimental group were engaged in SSRL, whereas students in the control group were not. All the students completed three algorithmic thinking tests and a learning attitudes questionnaire. The results revealed that the students in both groups gained knowledge during the game-based collaborative learning and that there was not a significant difference between the two groups with respect to learning performance. However, SSRL had significant effects on student learning participation and learning attitudes. The results suggested that game-based collaborative learning environments enhanced students’ algorithmic thinking performance. In addition, SSRL, when incorporated in game-based collaborative learning environments, promoted student participation in learning and improved students’ attitudes towards learning. This study provides important insights into game-based collaborative learning with SSRL intervention for instructional design.

Fostering Computational Thinking Through Unplugged and Robotic Collaborative Game-Based Learning on Primary School Students

Computational thinking is considered one of the skills that individuals should possess in current society. The purpose of this study is to explore the potential of implementing unplugged and robotics game-based learning activity in the context of multidisciplinary learning. A total of 27 fourth-grade students at ten years old on average participated in the teaching experiment. Two research questions were evaluated in this study: i.e., the differential effectiveness of the approach between unplugged and robotic collaborative game-based learning in terms of CT skill and science, and ARCS motivation models of game-based learning carried out in the class for the use of learning tools. There were two phases of the learning process: in phase I, students played with an unplugged activity named Meta-Mind Table Game, and in phase II, students played with robots named Meta-Mind Robotic games. Each phase was then analyzed by both mid-test and post-test. The study revealed the inclusion of both unplugged and robotic game-based learning was beneficial to the students. Students were significantly motivated and greatly enhanced in terms of learning effectiveness.

Game-based collaborative learning framework for computational thinking development

Computational Thinking (CT) can amplify learners’ skill sets so that they become excellent problem-solvers. Game-Based Learning and Collaborative Learning are two approaches that may aid in the development of CT skills. This paper describes a framework based on Game and Problem-Based Learning Strategies which aims to enhance the CT teaching and improves students’ social skills, considering aspects of fun. The framework stands out for including collaborative learning features defined in the main literature. Also, the strategy was developed specifically to fit the games’ dynamics. The approach was evaluated via metacognitive and transactive analysis and by a survey. The results showed evidence that the method is able to stimulate interaction among students to apply problem-solving strategies.

案例教学与基于合作游戏的主动学习法在《生态经济学》中的协同应用探索

案例教学与基于合作游戏的主动学习法在《生态经济学》中的协同应用探索

Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.

Fostering computational thinking through collaborative game-based learning

Algorithms are more and more pervading our everyday life: from automatic checkouts in supermarkets and e-banking to booking a flight online. Understanding an algorithmic solution to a problem is a very relevant activity to improve end-users’ involvement. To this end, adopting a meta-design approach may help to support end-users to appropriate the design skills necessary for contributing to system design, in new and engaging modalities. By acquiring Computational Thinking (CT) skills (e.g., algorithmic thinking, abstraction), end-users will be able to understand and trust algorithms, while at the same time participate in the design and development of systems evolving in accordance with their needs. In this work, we focus on two different ways of improving CT skills: playfulness and collaboration. We introduce a game-based system, TAPASPlay, to foster CT skills and we report the results of an exploratory study with 18 users; our hypothesis is that learning CT through gameplay is effective and we tested it by involving participants in game sessions providing playful experience and collaborative learning.

Design of Game-Based Collaborative Learning Model

Collaborative learning mode has changed the traditional teaching mode, In the process of completing tasks, learners learn new knowledge points in the form of team cooperation, rather than relying on a large amount of knowledge inculcated by teachers, which helps to improve learners’ thinking ability, communication ability and team cooperation ability. Game-based learning is a kind of instructional design which combines the design strategies of games. It enables learners to complete the learning content in a game-based way with a relaxed and pleasant environment. It helps to cultivate learners’ initiative, creativity and cooperation in learning. Based on the above two concepts, this paper proposes a game-based cooperative learning teaching model, which has a clearer design and guidance for the teaching model.

Collaborative Game-Based Learning with Motion-Sensing Technology

The purpose of this study was to compare the influence of a single-player game with that of a collaborative game on students' motivation, attention levels, and relaxation levels in a motion-sensing learning environment. Participants were 20 college students in a higher education institution in southern Taiwan. A Kinect-based game with motion-sensing technology was incorporated to help the students enhance their attention levels and reduce their anxiety. Results showed that when the students worked collaboratively, they achieved higher learning motivation. In addition, brainwave data revealed that during the gaming activities, the students' attention levels in both conditions increased. It is suggested that instructors can incorporate collaborative learning environments with a Kinect motion-sensing platform to enhance students' learning motivation.

Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science

Game-based learning environments can deliver robust learning gains and have a significant capacity to engage students. Yet, they can unintentionally disadvantage students with less prior game experience. This article presents evidence that a collaborative gameplay approach can effectively address this problem at the middle school level. In an iterative, designed-based research study, the authors first used an experimental pilot study to investigate the nature of collaboration in the Engage game-based learning environment and then deployed Engage in a full classroom study to measure its effectiveness at supporting all students during computer science learning. In early phases of the intervention, male students outpaced female peers in learning gains. However, female students caught up during a multiweek classroom implementation. These findings provide evidence that gender differences could dissipate over time within collaborative game-based learning experiences in computer science.

Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation

Although the proponents of game-based learning argue that educational games engage students and afford better learning outcomes, the impact of educational games on motivation and learning performan...