Students predominantly evaluated team success as fast gameplay, equating efficiency and victory with good teamwork despite prior instructions¶

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

Subclaims¶

q2 i? Students interpreted team purpose and success predominantly in terms of fast gameplay, quick problem solving, and victory over other teams, overriding collaborative learning. → Elina Riivari 2021

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

Qualitative analysis of student feedback in the HRM course case; many students described their main task as solving problems as quickly as possible, and the discussion notes students "measured their team's efficiency mainly by the time it took to complete the game" despite being told speed was not the objective.

"For many students, the main task was, therefore, to “solve the problems as quickly as possible and to avoid making any mistakes,” or as another student phrased it, “to pass the game as efficiently and as quickly as possible.”"

Discussion¶

Related Claims¶

• Team members' technical aptitude shaped role adoption, with less game-experienced members taking passive roles and power asymmetries limiting exploration — related
• Team spirit motivated slower teams to persist, and the co-located classroom setting revealed the physical, face-to-face nature of teamwork — reports the opposite
• In open-ended constructivist activities, task success or failure is not a reliable indicator of learning, so learner models based only on performance risk misjudging learners — related