Comparing Collaborative and Cooperative Gameplay for Academic and Gaming Achievements

Autor/inn/en	Baek, Youngkyun; Touati, Achraf
Titel	Comparing Collaborative and Cooperative Gameplay for Academic and Gaming Achievements
Quelle	In: Journal of Educational Computing Research, 57 (2020) 8, S.2110-2140 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633118825385
Schlagwörter	Foreign Countries; Elementary School Students; Games; Play; Cooperative Learning; Gender Differences; Student Attitudes; Positive Attitudes; Academic Achievement; Grade 6; Computer Games; South Korea + Suchen Sie Ihr Suchwort? Ausland; Game; Spiel; Spiele; Kooperatives Lernen; Geschlechterkonflikt; Schülerverhalten; Schulleistung; School year 06; 6. Schuljahr; Schuljahr 06; Computer game; Computerspiel; Computerspiele; Korea; Republik
Abstract	This article reports an empirical study that explores gender differences in both cooperative and collaborative social gaming in relation to achievements and attitudes. Another aim was to compare students' game attitudes, feelings toward group work, and achievements in cooperative versus collaborative digital game-based learning environments. One hundred sixty-four, sixth-grade students from five different classrooms at an elementary school in South Korea participated voluntarily in this study. A total of 2 boys and 2 girls were randomly assigned to each group, resulting in 20 groups for each of the grouping conditions. Based on interaction effects, results suggest that male students show more positive game attitudes in collaborative conditions, whereas female students show more positive game attitudes in cooperative conditions. Data also suggest that males show more positive feelings toward group work than females, irrespective of grouping conditions. Regarding academic and gaming achievements, female students showed higher academic achievement in collaborative conditions, while male students scored higher on academic achievement under cooperative conditions. Findings from this study indicate that gender-balanced groups show significantly higher gaming achievement in collaboration compared with cooperation. Results are interpreted with reference to future research and classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01