Competition and collaboration using a social and gamified online learning platform

Sylvester Arnab; R. Bhakta; Sarah Kate Merry; Mike Smith; K. Star; Michael J. Duncan

Competition and collaboration using a social and gamified online learning platform

Sylvester Arnab, R. Bhakta, Sarah Kate Merry, Mike Smith, K. Star, Michael J. Duncan

School of Life Sciences

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding › peer-review

12 Citations (Scopus)

235 Downloads (Pure)

Abstract

Gamification is defined as the use of game techniques in a non-game context and has demonstrated potential impact in a wide range of subjects. Informed by the design and processes of digital gaming, gamification often exploits competition to motivate, personified by points, badges and leader boards. Success, however, seems to go beyond these basic features and rely on a concrete acknowledgement of the motivational model of the user, taking into account concepts such as situational relevance and situated motivational affordance, which can be framed under competition and/or collaboration. This paper investigates the impact of competitive and collaborative environments on summative assessment. This study bases its investigation on the StarQuest platform (http://starquest.eu/), a social and gamified collaboration application hosting a private online environment for small groups of individuals to co-curate and share digital contents. Participants were second year undergraduate students (Sport Psychology, n=94), who enrolled on a module entitled "A Fundamental Approach to Motor Learning and Control". The module ran for 11 weeks and the curriculum was delivered using a Problem-Based Learning (PBL) approach. The results highlighted a number of strengths and weaknesses of implementing a gamified online platform for team working, which will inform future design, development and deployment of gamified and learning platforms

Original language	English
Title of host publication	Proceedings of the European Conference on Games-based Learning
Editors	L. Boyle, T.M. Connolly
Place of Publication	Reading, UK
Publisher	Academic Conferences and Publishing International Limited
Pages	19-26
Volume	2016
ISBN (Print)	978‐1‐911218‐09‐8
Publication status	Published - Oct 2016
Event	10th European Conference on Games Based Learning - The University of the West of Scotland , Paisley, United Kingdom Duration: 6 Oct 2016 → 7 Oct 2016

Conference

Conference	10th European Conference on Games Based Learning
Country/Territory	United Kingdom
City	Paisley
Period	6/10/16 → 7/10/16

Bibliographical note

The conference paper was given at the 10th European Conference on Games Based Learning 6‐7 October 2016. Hosted by The University of the West of Scotland Paisley Scotland. The full conference abstracts are on the Academic Conferences and Publishing International Limited website at: http://www.academic-conferences.org/conferences/ecgbl/ecgbl-future-and-past/. The abstract for this paper is on page 4

Keywords

Blended learning
Collaboration
Competition
Game-based learning
Gamification

Access to Document

ECGBL Arnab et al final revised (003)Accepted author manuscript, 937 KB

http://www.academic-conferences.org/conferences/ecgbl/ecgbl-future-and-past/

Sylvester Arnab
- Research Centre in Postdigital Cultures - Professor in Games Science - Applied Games
Person: Teaching and Research
Michael Duncan
- Centre for Physical Activity, Sport and Exercise Sciences - Centre Director
Person: Professional Services
Sarah Kate Merry
- Research Centre in Postdigital Cultures - Research Fellow
Person: Teaching and Research

Cite this

Arnab, S., Bhakta, R., Merry, S. K., Smith, M., Star, K., & Duncan, M. J. (2016). Competition and collaboration using a social and gamified online learning platform. In L. Boyle, & T. M. Connolly (Eds.), Proceedings of the European Conference on Games-based Learning (Vol. 2016, pp. 19-26). Academic Conferences and Publishing International Limited. http://www.academic-conferences.org/conferences/ecgbl/ecgbl-future-and-past/

Competition and collaboration using a social and gamified online learning platform. / Arnab, Sylvester; Bhakta, R.; Merry, Sarah Kate et al.
Proceedings of the European Conference on Games-based Learning. ed. / L. Boyle; T.M. Connolly. Vol. 2016 Reading, UK: Academic Conferences and Publishing International Limited, 2016. p. 19-26.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding › peer-review

Arnab, S, Bhakta, R, Merry, SK, Smith, M, Star, K & Duncan, MJ 2016, Competition and collaboration using a social and gamified online learning platform. in L Boyle & TM Connolly (eds), Proceedings of the European Conference on Games-based Learning. vol. 2016, Academic Conferences and Publishing International Limited, Reading, UK, pp. 19-26, 10th European Conference on Games Based Learning, Paisley, United Kingdom, 6/10/16. <http://www.academic-conferences.org/conferences/ecgbl/ecgbl-future-and-past/>

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abstract = "Gamification is defined as the use of game techniques in a non-game context and has demonstrated potential impact in a wide range of subjects. Informed by the design and processes of digital gaming, gamification often exploits competition to motivate, personified by points, badges and leader boards. Success, however, seems to go beyond these basic features and rely on a concrete acknowledgement of the motivational model of the user, taking into account concepts such as situational relevance and situated motivational affordance, which can be framed under competition and/or collaboration. This paper investigates the impact of competitive and collaborative environments on summative assessment. This study bases its investigation on the StarQuest platform (http://starquest.eu/), a social and gamified collaboration application hosting a private online environment for small groups of individuals to co-curate and share digital contents. Participants were second year undergraduate students (Sport Psychology, n=94), who enrolled on a module entitled {"}A Fundamental Approach to Motor Learning and Control{"}. The module ran for 11 weeks and the curriculum was delivered using a Problem-Based Learning (PBL) approach. The results highlighted a number of strengths and weaknesses of implementing a gamified online platform for team working, which will inform future design, development and deployment of gamified and learning platforms",

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N1 - The conference paper was given at the 10th European Conference on Games Based Learning 6‐7 October 2016. Hosted by The University of the West of Scotland Paisley Scotland. The full conference abstracts are on the Academic Conferences and Publishing International Limited website at: http://www.academic-conferences.org/conferences/ecgbl/ecgbl-future-and-past/. The abstract for this paper is on page 4

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N2 - Gamification is defined as the use of game techniques in a non-game context and has demonstrated potential impact in a wide range of subjects. Informed by the design and processes of digital gaming, gamification often exploits competition to motivate, personified by points, badges and leader boards. Success, however, seems to go beyond these basic features and rely on a concrete acknowledgement of the motivational model of the user, taking into account concepts such as situational relevance and situated motivational affordance, which can be framed under competition and/or collaboration. This paper investigates the impact of competitive and collaborative environments on summative assessment. This study bases its investigation on the StarQuest platform (http://starquest.eu/), a social and gamified collaboration application hosting a private online environment for small groups of individuals to co-curate and share digital contents. Participants were second year undergraduate students (Sport Psychology, n=94), who enrolled on a module entitled "A Fundamental Approach to Motor Learning and Control". The module ran for 11 weeks and the curriculum was delivered using a Problem-Based Learning (PBL) approach. The results highlighted a number of strengths and weaknesses of implementing a gamified online platform for team working, which will inform future design, development and deployment of gamified and learning platforms

AB - Gamification is defined as the use of game techniques in a non-game context and has demonstrated potential impact in a wide range of subjects. Informed by the design and processes of digital gaming, gamification often exploits competition to motivate, personified by points, badges and leader boards. Success, however, seems to go beyond these basic features and rely on a concrete acknowledgement of the motivational model of the user, taking into account concepts such as situational relevance and situated motivational affordance, which can be framed under competition and/or collaboration. This paper investigates the impact of competitive and collaborative environments on summative assessment. This study bases its investigation on the StarQuest platform (http://starquest.eu/), a social and gamified collaboration application hosting a private online environment for small groups of individuals to co-curate and share digital contents. Participants were second year undergraduate students (Sport Psychology, n=94), who enrolled on a module entitled "A Fundamental Approach to Motor Learning and Control". The module ran for 11 weeks and the curriculum was delivered using a Problem-Based Learning (PBL) approach. The results highlighted a number of strengths and weaknesses of implementing a gamified online platform for team working, which will inform future design, development and deployment of gamified and learning platforms

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KW - Collaboration

KW - Competition

KW - Game-based learning

KW - Gamification

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SN - 978‐1‐911218‐09‐8

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A2 - Connolly, T.M.

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ER -

Competition and collaboration using a social and gamified online learning platform

Abstract

Conference

Bibliographical note

Keywords

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Profiles

Sylvester Arnab

Michael Duncan

Sarah Kate Merry

Cite this