The Effect Of Collaborative Learning In Game-based Learning

With the advancement of modern technology and the needs of students’knowledge exploration,more and more people use educational games for learning.Game-based learning creates real situations of task-solving and provides students with the opportunity for active learning.It is an effective way to cultivate problem-solving skills,critical thinking and creativity.However,game-based learning does not always produce positive effects.In order to ensure the effectiveness of game-based learning,appropriate support and guidance can be added to the learning arrangement for learners.A large number of previous studies and related theories have shown that collaborative learning is the key to promoting the zone of proximal development(ZPD).It has been proven to be an effective learning method in the traditional learning environment and computer-based learning.However,in the game-based learning,due to the complexity of tasks and the limited cognitive resources of learners,the positive effect of collaborative learning is still unclear.Therefore,there is still a lot of room for research on the effect of collaborative learning on the game-based learning,which can be explored in depth.Previous studies have shown inconsistent results on the impact of collaborative learning on game-based learning,and there are few researches on the mechanism of collaborative learning on learning.In view of this,this research attempts to investigate the overall effect of collaborative learning on learning in game-based learning,explore the reasons for the inconsistent results of previous studies,and further explore the mechanism of collaborative learning on academic performance in game-based learning.This study includes two studies.Research 1 uses meta-analysis methods to search,filter and sort out empirical studies from January 2000 to December 2020.A total of 17 empirical studies are included to test the overall effect of cognitive、motivation and flow experience outcomes of collaborative learning in the game-based learning.The main effect analysis showed that the overall effect size of collaborative learning and cognitive outcomes was significant(g=0.365,95%CI=0.045-0.685),and the overall effect size of collaborative learning and motivational results and flow experience was not significant.The moderating effect of collaborative learning on cognitive outcomes is not significant in terms of collaboration style,education level,and subject.Research 2 adopted an experimental method and selected 181 college students from a university in Wuhan and Jiaxing as the participants.All the participants were non-English majors,familiar with computers and had never played the games used in this study.This study adopts a single-factor two-level inter-subject design.The independent variables are the presence or absence of collaborative learning,and the dependent variables are flow experience,intrinsic motivation,and academic performance.Participants who knew and understood each other were assigned to the experimental group(two-person collaborative game group,92 students in total),and the other participants were assigned to the control group(individual game group,89 students in total).The participants in the experimental group played the game collaboratively,and they could discuss and help each other during the game;the participants in the control group completed the game task alone,and could not seek help from others during the game,and could only solve the difficulties they encountered independently.After all participants completed the game tasks,they independently completed the questionnaires and tests,and finally used SPSS 25.0 to analyze the experimental data.The results show that there is no significant difference in the prior knowledge of the two groups.There are significant differences between the two groups in terms of flow experience,intrinsic motivation,knowledge retention and knowledge application.The score of the experimental group is significantly higher than that of the control group.It shows that collaborative learning in game-based learning is an effective way.And on this basis,further explore the mechanism of collaborative learning to promote the improvement of academic performance(including knowledge retention and knowledge application,the same below).The results show that the mediating effect of intrinsic motivation is significant.Collaborative learning can promote the improvement of academic performance by enhancing intrinsic motivation.the chain mediating role of both flow experience and intrinsic motivation is significant.Finally,the moderating effect of cognitive style is not significant,and the impact of collaborative learning on academic performance will not be different due to differences in individual cognitive styles.In summary,through the synthesis of previous empirical research results,this research found that collaborative learning can significantly improve cognitive outcomes.Further experimental studies have confirmed the positive effect of collaborative learning on the learning in game-based learning.And collaborative learning could affect academic performance through the chain mediating role of both flow experience and intrinsic motivation.But the moderating effect of cognitive style is not significant.The results reaffirmed the important role of collaborative learning in the game-based learning,provided empirical support for the development and design of future educational games,and provided professional and effective guidance for the teaching of game-based learning.