The impacts of peer competition-based science gameplay on conceptual knowledge, intrinsic motivation, and learning behavioral patterns

The present study investigates how the different modes of game-design triggers learning outcomes, focusing on peer learning and intergroup competition. A problem-solving science game was developed to help secondary students to learn about the motion of objects. Participants (N = 110) from an urban m...

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Bibliographic Details
Published in:Educational technology research and development 2019-02, Vol.67 (1), p.179-198
Main Author: Chen, Ching-Huei
Format: Article
Language:English
Subjects:
Behavior Patterns
Comparative Analysis
Competition
Computer & video games
Computer Games
Concept Formation
DEVELOPMENT ARTICLE
Education
Educational Technology
Knowledge
Learning
Learning and Instruction
Learning Motivation
Learning Processes
Middle School Students
Motion
Motivation
Outcomes of Education
Peer Relationship
Problem Solving
Science education
Science Instruction
Scientific Concepts
Student Interests
Teaching Methods
Urban Schools
Video games
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Summary:The present study investigates how the different modes of game-design triggers learning outcomes, focusing on peer learning and intergroup competition. A problem-solving science game was developed to help secondary students to learn about the motion of objects. Participants (N = 110) from an urban middle school were randomly assigned to four gamedesign conditions (individual-competition, individual-no-competition, peer-competition, and peer-no-competition). The results indicated that the peer-competition and peer-no-competition groups outperformed those in the individual-competition and individual-no-competition groups in terms of conceptual knowledge. Additionally, peer-competition groups exhibited higher interest and value and lower tension than those in the individual gameplay groups. Patterns of learning behavior revealed the emergence of in situ science-related problem solving in the peer-competition mode of GBL. Implications on the effectiveness of game-design for GBL are discussed.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-018-9635-5