Collaborative Learning Game Research Articles

Reimagining how to understand learning game experiences: a qualitative and exploratory case study

While the use of games for learning in higher education is well established, existing research provides limited understanding of individual experiences that shape engagement and learning in collaborative learning games. Insights into players’ individual experiences can, however, contribute to a more nuanced utilization of learning games and to better understand differences in individual learning outcomes. Therefore, this study seeks to explore how learning is experienced by players in a collaborative learning game. To achieve this, the study investigates the incentive and interaction dimensions of learning and the role of engagement and motivation for learning in an online collaborative board game using an exploratory qualitative case study approach. The study draws on diverse data comprising several sources, including in-depth interviews, observation of participants during a learning game, written free-form feedback, and a survey regarding the play experience. Results accentuate the role of individual and contextual differences, especially pertaining to prior knowledge and applying knowledge in realistic settings, perception of novelty related to game learning, and support from instructors and group members. Findings are further contextualized by positioning them into theoretical foundations related to transactive memory systems and collaborative engagement. Suggestions are made for collaborative learning game practitioners to strive for intragroup acquaintance and establishing purpose and use before play, and for instructors to be trained to dynamically adapt the type and amount of support provided based on player needs.

Pahlawan Qarin: The Concept of Collaborative Learning Game Environment in the Understanding and Translation of the Quran among Youngsters

Computer game can be engaging learning resources, motivators and interest drivers and, as a consequence, an efficient way to enhance student learning and success ineveryday educational practice.These computer game inspire youngsters speciallyto work incredibly hard, earning even-needed practice repeatedly.Research has consistently shown that Game-Based Learning (GBL) is a way of engaging users and appealing to various modes of learning.Pahlawan Qarinis a game-based framework designed to serve as a way of understanding and interpreting Al Quran to understand its meaning and use in everyday life. It is presented as a desktop(personal computer) game featuring a Collaborative Learning Game (CLG) in which more than one player can play in a group or room using the internet link (network) simultaneously (multiplayer feature).It can be used as an aid tool for teachers in the recitation and education of the Al Quran subject, which is also taught in schools in Islamic Studies.When collaboration with other partners is carried out, youngstersare seen to be highly active in a game playing session, thus motivating them to complete any assignment given.In future, effectiveness of Pahlawan Qarinon a broader sample volume (usage by more students and teachers) will be further studied.

THE TENTH GRADERS’ PERCEPTIONS ABOUT COLLABORATIVE LEARNING TO IMPROVE ENGLISH SPEAKING SKILLS

Collaborative learning is a method where students learn by working together to achieve a task or goal. The implementation of this method can be maximized by using games. This study aims to find out how collaborative learning with games influenced English speaking skills of the tenth-grader students, and what challenges were faced in doing collaborative learning games. The study was completed using a qualitative descriptive design and was conducted with 20 tenth-grade students at a private senior high school in Salatiga, Indonesia. To explore the students’ views on the use of the collaborative learning with games, all 20 students were asked to fill in a questionnaire and four selected students then completed a semi-structured interview. The data were then analyzed by thematic analysis. The findings revealed a positive result from the students on the use of collaborative learning activities. The study also provides some pedagogical implications and suggestions for further investigations

A Method to Design a Multi-Player Educational Scenario to Make Interdisciplinary Teams Experiment Risk Management Situation in a Digital Collaborative Learning Game: A Case of Study in Healthcare

In recent years, there has been an increasing interest for collaborative training in risk management. One of the critical point is to create educational and entirely controlled training environments that support industrial companies (in aviation, healthcare, nuclear…) or hospitals to train (future or not) professionals. The aim is to improve their teamwork performance making them understand the importance applying or adjusting safety recommendations. In this article, we present a method to design multi-player educational scenario for risk management in a socio-technical and dynamic context. The socio-technical situations focused in this article involve non-technical skills such as teamwork, communication, leadership, decision-making and situation awareness. The method presented here has been used to design as well regular situations as well as critical situations in which deficiencies already exist or mistakes can be freely made and fixed by the team in a controlled digital environment.

Improving the design of a mCSCL Chinese character forming game with a distributed scaffolding design framework

Appropriate design of collaborative learning activities for students using mobile devices can be supported by different forms of scaffolding provided by peers, by the teacher or by the technology. Building on prior studies in mCSCL (mobile computer-supported collaborative learning), we developed Chinese-PP, a novel in-class mobile synchronous collaborative learning game for constructing Chinese characters from components, with the unique characteristic of spontaneous small group formations. In this paper, we propose a distributed scaffolding design framework to guide us in examining and refining/revising the interplay among various forms of scaffolding in the learning model across various design-based research (DBR) cycles of our study on Chinese-PP in a primary school in Singapore. We believe a generalized scaffolding design framework has the potential to inform technology-enhanced learning research with a structure to support the iterative process of enacting and redesigning the socio-techno-pedagogical frameworks developed by individual research projects.

The influence of collaborative learning games within different devices on student’s learning performance and behaviours

This study demonstrates the effectiveness of using multi-touch tabletop collaborative game (MTCG) as a collaborative learning platform, in which multiple students can play games using a digital surface. The learning performance of participants is also explored, along with their related behaviours and their experiences. Consisting of 49 Taipei elementary school fifth graders ranging from 11 to 12 years old, the study participants came from two classes taught by the same teacher. The class assigned as the experimental group used large multi-touch tabletops, while the other class assigned as the control group used personal computers. Analysis results indicated that the experimental group more significantly improved in learning performance and retention than the control group did. Moreover, learning behaviour results of the participants further indicated that the experimental group achieved a better behaviour transfer and more meaningful cyclical learning patterns than the control group did. Importantly, by bridging the gap between digital game-based learning and collaborative learning, this study provides evidence of novel and engaging experiences when using a multi-player, multi-modal tabletop display.<br />

Formal Framework to improve the reliability of concurrent and collaborative learning games

Multi-player learning games are complex software applications resulting from a costly and complex engineering process, and involving multiple stakeholders (domain experts, teachers, game designers, programmers, testers, etc.). Moreover, they are dynamic systems that evolve over time and implement co

Development of a Collaborative Learning Game Using External Plastic Cards as an Input Device on an iPad

This paper evaluates and describes the usage of plastic cards, coated with conductive paint, as an input device for capacitive touchscreens. By using the developed card prototypes it should be proofed, that usage of this new kind of input device can be handled by primary school pupils in a collaborative learning game. For this reason an educative digital learning game has been developed which can be controlled by the card prototypes. The game asks questions of general knowledge and the answer can be given by putting the proper plastic card on the touchscreen.
 The evaluation of the game by two groups of four children pointed out, that the cards can be easily used to identify a specific user. Although evaluation shows that the card control has weaknesses to reliably detect the correct answer during the game phase. All pupils enjoy to play the game and they additionally state, that they like the usage of the cards.
 Beside the problems with a reliable card recognition the evaluation shows that the collaborative concept of the game is promising due to the fact that the pupils are always working together on finding a solution for the answer. Further they support each other in handling and understanding the plastic cards which leads to a deeper understanding of the technical backgrounds.

Game Mechanics in the Design of a Collaborative 3D Serious Game

Background This article investigates the potential of utilizing game mechanics in designing 3D serious games for Computer-Supported Collaborative Learning (CSCL) and attempt to produce new information about designing collaborative serious games. Aim This article has two aims: First, to clarify how theoretical knowledge of collaborative learning was related to game design in previous studies; and, second, to design a collaborative serious game based on theoretical knowledge of collaborative learning and game design. Results The reviewed studies revealed the potential of using collaborative games in education. However, they showed that collaborative learning games were typically designed only from pedagogical perspective. Thus, integrating educational theory and game design perspectives was rare. Therefore, we argue that collaborative serious games do not necessarily take full advantage of their potential. Conclusion The main contribution of this article is to present seven ways to utilize game mechanics in order to create favorable conditions for collaborative learning and to structure players’ actions to boost social interaction and collaborative activities. This article concludes with an example of taking advantage of game mechanics in the design of a collaborative serious game. This article also uses event-charts to demonstrate the practical implementation of game mechanics in three multiplayer puzzles.

Inferring Peer-Related Emotions in a Collaborative Learning Game

Este artigo apresenta um modelo afetivo para inferir emoções do aluno em um jogo de aprendizagem colaborativa. O modelo é focado na representação e reconhecimento de emoções vinculadas a uma dinâmica de colaboração (tais como orgulho, vergonha, admiração e reprovação). O modelo emprega uma abordagem cognitiva em que as emoções do aluno são representadas e inferidas pela representação da avaliação cognitiva que o aluno faz sobre a “louvabilidade” das interações colaborativas durante o jogo, de acordo com suas expectativas de padrões comportamentais. O modelo afetivo do aluno se apóia em Redes Bayesianas, através das quais são mapeadas dependências causais entre traços da personalidade, objetivos, padrões comportamentais, interações e emoções do aluno. Um jogo colaborativo que suporta mecanismos simples de interação foi implementado como protótipo de teste. Ao fazer uso deste jogo, alunos podem construir soluções compartilhadas de uma classe de problemas lógicos. As variáveis afetivas e cognitivas do modelo e suas relações probabilísticas são detalhadas e a captura de evidências da interação a partir do jogo protótipo é discutida.