The game-based group rated contextual analysis as significantly more helpful than the traditional guide group, whose collaboration focused on task correctness rather than historical context¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group scored significantly higher than the control group on the contextual analysis dimension of collaborative cognitive experience (Z = − 2.574, p = 0.010). → Shu-Wei Liu 2025 q2 i? Open-ended responses showed the experimental group immersed in the story context while control-group collaboration focused on getting answers right without analyzing historical context. → Shu-Wei Liu 2025 (2)

Evidence¶

Shu-Wei Liu 2025¶

Shu-Wei Liu, Hung-Yu Chan, & Huei-Tse Hou. (2025). Role-playing monument exploration: an online educational game with a role-playing mechanism and multi-dimensional scaffolding for monument tours. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10480-3

q2 · i? · causal · r1

Mann–Whitney U test on the eight-dimension collaborative cognitive experience questionnaire (α = 0.819): only contextual analysis differed significantly, with the control group (M = 3.22) significantly lower than the experimental group (M = 4.38). All other dimensions were non-significant.

"The results show that there was a significant difference between the two groups in terms of contextual analysis (Z = − 2.574, p = 0.010), with the control group having a significantly lower score, indicating that the control group considered that the analysis of the contextual background was less helpful than the experimental group"

Shu-Wei Liu 2025 (2)¶

Shu-Wei Liu, Hung-Yu Chan, & Huei-Tse Hou. (2025). Role-playing monument exploration: an online educational game with a role-playing mechanism and multi-dimensional scaffolding for monument tours. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10480-3

q2 · i? · causal · r1

Qualitative analysis of open-ended questionnaire responses: control-group learners reported peer collaboration focused on correctness rather than historical context, while experimental-group learners reported that role-playing explanations increased immersion and helped them analyze the situation in the game.

"learners reported that during peer collaboration, their ability to assist each other in analyzing the context was diminished, leading them to primarily concentrate on the correctness of the task"

Discussion¶

Related Claims¶

• Both the online role-playing game-based guide and the traditional online guide produced significant pretest-to-posttest learning effectiveness gains, with no significant difference between the two groups — related
• Motivation increased significantly from before activity to in activity in the game-based group but showed no significant stage-to-stage change in the traditional guide group — related