Game-structured forced collaboration prevented free riding and made continuous information sharing the most important learning outcome¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Because the game required contribution from all members, it prevented social loafing, and students internalized the importance of communication in successful teamwork. → Elina Riivari 2021 q2 i? Communication was identified as the most important learning outcome in students' learning experiences. → Elina Riivari 2021 (2)

Evidence¶

Elina Riivari 2021¶

Elina Riivari, Marke Kivijärvi, Anna-Maija Lämsä. (2021). Learning teamwork through a computer game: for the sake of performance or collaborative learning? Education Tech Research Dev. https://doi.org/10.1007/s11423-021-10009-4

q2 · i? · qualitative · r2

Theory-driven qualitative content analysis of student feedback and team reports in the HRM course case; students positively appraised "forced collaboration", reporting that the plot could only be discovered through active communication and that free riders were not allowed.

"The game thus prevented social loafing because everyone could, and in fact had to, take part in the game."

Elina Riivari 2021 (2)¶

Elina Riivari, Marke Kivijärvi, Anna-Maija Lämsä. (2021). Learning teamwork through a computer game: for the sake of performance or collaborative learning? Education Tech Research Dev. https://doi.org/10.1007/s11423-021-10009-4

q2 · i? · qualitative · r2

Same qualitative analysis of the four cohorts' feedback forms and team reports; the theme of communication was "identified as the most important learning outcome", with students reflecting they would plan more, listen to others, and communicate more specifically.

"As one student put it, “You needed the others all the time in order to succeed.” In analyzing students’ learning experi- ences, the theme of communication was identified as the most important learning outcome."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• In school studies, cooperative and peer-learning methods that reward groups on every member's individual learning raised achievement more than methods without such rewards — related
• Collaborative Learning Improves Outcomes — related
• Both regulation of task performance and regulation of the collaboration process are important for effective CSCL — related
• Secondary students in CSCL devote much of their communication to regulating task performance, especially planning the task and monitoring task progress — related
• Cooperative learning, computer-supported collaborative learning, and digital games probably improve learning. — related