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Is collaboratief spelen van een game met een script beter dan individueel spelen? : oftewel leren kinderen meer van een game in tweetallen?

Brands, L. (2014) Is collaboratief spelen van een game met een script beter dan individueel spelen? : oftewel leren kinderen meer van een game in tweetallen?

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Abstract:Background: There is a recent focus on the ‘fun’ factor of learning, which could be accomplished by playing games. Research into the effects of collaborative learning has shown that collaborative game playing does not result in higher learning results. But by adding external learning methods for collaborative learners, like scripts, learners have better communication. This can lead to higher learning results than individual playing. Aim: The aim of this study is to get an answer to the research question: is collaborative game playing with a script better than individual game playing? This question will be answered by 4 questions; 1. does the collaborative condition has a higher knowledge test score, 2. and/or game score, 3. Is the communication of the collaborative pairs with a script better and 4. does collaborative game playing decrease motivation? Method: 46 learners from the 7th and 8th grade were randomly divided between 2 conditions; the collaborative and individual condition. Both conditions played the serious game ‘Enercities’ during 20 minutes. The collaborative condition played the game in pairs and received a conflict-script. The conversations of the collaborative condition were recorded and analyzed. All learners filled in a pre- and post-motivation questionnaire, a strategy experience questionnaire and a knowledge test. Results: The collaborative condition had a significant higher knowledge test score. The game score of the collaborative condition was not significant higher. Because there was no comparison condition for the used communication, the collaborative condition was compared with a similar study. It appeared that the collaborative condition used better communication in comparison with a condition without a script. Finally no significant motivation effects were found. Conclusion and discussion: This study shows that learners learn more from a serious game by playing it collaboratively, when given a script. Collaborative playing doesn’t diminish the players motivation in playing the game. Before taking action, one should check whether these results can be generalized to other age groups, games or schools.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
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