From duels to classroom competition: Social competition and learning in educational videogames within different group sizes.

Autor/inn/en	Nebel, Steve; Schneider, Sascha; Rey, Günter Daniel
Titel	From duels to classroom competition: Social competition and learning in educational videogames within different group sizes. Gefälligkeitsübersetzung: Von Duellen hin zu Wettbewerb im Unterricht: Sozialer Wettbewerb und Lernen mit Lernvideospielen in unterschiedlich großen Gruppen.
Quelle	In: Computers in human behavior, (2016) 55, S. 384-398Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0747-5632
DOI	10.1016/j.chb.2015.09.035
Schlagwörter	Soziale Interaktion; Lernen; Lernumgebung; Motivation; Computerspiel; Größe; Energiebedarf; Wettbewerb; Arbeitsleistung; Gruppe (Soz)
Abstract	Examined the effects of group size on social competition, situational interest, motivation, and learning in playing educational video games among students. The authors hypothesize that social competition and group size increase cognitive load, focused attention, satisfaction, situational interest, and knowledge acquisition. Students were assessed for their computer science and gaming knowledge, then played an educational video game alone, against one player, in a small group, and with the entire class. They then completed questionnaires including the User Engagement Scale (UESz) and the Game Experience Questionnaire (GEQ). Findings showed that social competition induced significantly higher cognitive load but lowered focused attention and instructional efficiency. Situational interest was unchanged. Playing alone increased learning compared to the other group conditions. However, analyses of actual perceived challenge showed positive correlations with retention knowledge, engagement, and situational interest. In conclusion, findings indicated that adding social competitive aspects to games produces varied outcomes. In general, more players cause more extraneous load. A perceived increase in challenge should generally cause higher levels of retention knowledge, increased engagement, and somewhat greater situational interest. However, more players and more social interaction during gameplay can also result in increased mental effort that negatively influences learning. It is also important to separate the increased mechanics of social competition during gameplay from students' levels of perceived intrapersonal challenge. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/1