Effects of solo vs. collaborative play in a digital learning game on geometry: results from a K12 experiment

Kim, Yoon Jeon; Ruipérez Valiente, José Antonio

Publication:
Effects of solo vs. collaborative play in a digital learning game on geometry: results from a K12 experiment

dc.contributor.author	Kim, Yoon Jeon
dc.contributor.author	Ruipérez Valiente, José Antonio
dc.contributor.department	Ingeniería de la Información y las Comunicaciones
dc.date.accessioned	2025-01-20T07:58:14Z
dc.date.available	2025-01-20T07:58:14Z
dc.date.issued	2020-12
dc.description	© 2020 Elsevier Ltd.This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Accepted Manuscript version of a Published Work that appeared in final form in Computers & Education. To access the final edited and published work see https://doi.org/10.1016/j.compedu.2020.104008
dc.description.abstract	Digital games for learning are one of the most prominent examples of the use of technologies in the classroom, where numerous studies have presented promising results among children and adolescents. However, scarce evidence exists regarding different ways of implementing games within the classroom and how those affect students' learning and behaviors. In this study we explore the effect that collaboration can have in digital gameplay in a K12 context. More specifically, we have designed a 2 × 2 experimental study in which high school first year students participated in solo or collaborative gameplay in pairs, solving puzzles of diverse difficulty, using Shadowspect, a digital game on geometry. Our main results, computed by applying learning analytics on the trace data results, suggest that students playing solo had higher in-game engagement and solved more puzzles, while students collaborating were less linear in their pathways, skipping more tutorial levels and were more exploratory with Shadowspect features. These significant differences that we observe in solo and collaborative gameplay call for more experimentation around the effect of having K12 students collaborate on digital tasks, so that teachers can take better decisions about how to implement these practices in the classrooms of the future.	es
dc.format	application/pdf	es
dc.format.extent	33	es
dc.identifier.citation	Computers & Education, 2020, Vol. 159 : 104008
dc.identifier.doi	https://doi.org/10.1016/j.compedu.2020.104008
dc.identifier.issn	Print: 0360-1315
dc.identifier.issn	Electronic: 1873-782X
dc.identifier.uri	http://hdl.handle.net/10201/148800
dc.language	eng	es
dc.publisher	Elsevier	es
dc.relation	MIT-SPAIN ’’la Caixa’’ Foundation SEED FUND. Using Learning Analytics in Games for Learning for the Evaluation of Key Competences for the 21st Century (LCF/PR/MIT19/51840011)	es
dc.relation.publisherversion	https://www.sciencedirect.com/science/article/abs/pii/S0360131520302062	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Games for learning
dc.subject	Collaborative task solving
dc.subject	Learning analytics
dc.title	Effects of solo vs. collaborative play in a digital learning game on geometry: results from a K12 experiment	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es
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