A Systematic Review of Serious Games for Collaborative Learning: Theoretical Framework, Game Mechanic and Efficiency Assessment

Abstract

In recent years, there has been extensive research on serious games for edu-cational purpose. However, the design space for collaboration in games re-mains substantially unexplored. In this study, we systematically reviewed 31 empirical research articles regarding game-based collaborative learning published from 2006 to 2020 and attempted to provide new information about designing serious games for collaborative learning. We surveyed a number of games and investigated their design features that encourage col-laborative learning. Twenty game mechanics were identified and grouped in-to six main domains: (1) Space, (2) Objects, attributes and states, (3) Ac-tions, (4) Rules and goals, (5) Skill, (6) chance. The analysis of user studies they performed indicated that most of the game projects relied on self-report methods to test their learning effectiveness, and only a few studies adopted the data mining method based on game logs. The implications for research into facilitating collaborative learning and recommendations for future re-search directions are discussed.

Development and Testing of a Roleplaying Gamification Module to Enhance Deeper Learning of Case Studies in an Accelerated Online Management Theory Course

“…Both types of roleplaying modules could be seen as collaborative GBL, although it could be argued that the module with pre-service music teachers had a greater gamified component than with the nursing students. Still, in both cases, there are actors involved providing a simulated experience, and the student and the actors worked together to use collaborative GBL skills to arrive at common goals (Wang & Huang, 2021).…”

“…Although collaborative GBL roleplaying educational modules are less likely to be developed for a higher education student audience, when they are, they are more likely to be developed around certain learning domains. Wang and Huang (2021) recently conducted a comprehensive review of articles reporting on collaborative roleplaying GBL modules intended for education, many of which were implemented in the higher education space. They included 22 papers in their systematic review and in their summary of these papers, certain learning domains were favored over others as the subject of these GBL modules (Wang & Huang, 2021).…”

“…Wang and Huang (2021) recently conducted a comprehensive review of articles reporting on collaborative roleplaying GBL modules intended for education, many of which were implemented in the higher education space. They included 22 papers in their systematic review and in their summary of these papers, certain learning domains were favored over others as the subject of these GBL modules (Wang & Huang, 2021). The most common learning domains included language, programming, scientific fields, and general collaborative problem solving (Wang & Huang, 2021).…”

“…They included 22 papers in their systematic review and in their summary of these papers, certain learning domains were favored over others as the subject of these GBL modules (Wang & Huang, 2021). The most common learning domains included language, programming, scientific fields, and general collaborative problem solving (Wang & Huang, 2021). None of the articles reviewed reflected GBL modules aimed at developing social and behavioral skills in a specific domain, the way the nursing program simulation was intended to develop patient interaction skills, and the preservice music teacher simulation was intended to develop student interaction skills (Overland, 2017;Wang & Huang, 2021;Whited et al, 2021).…”

Applying Collaborative Learning for Enhancing the Teaching-Learning Process in Online Learning through Social Media

“…Collaborative learning can improve soft skills such as decision-making, flexibility, and problem-solving [1,2]. In a collaborative learning approach, learners make indi-vidual progress in collaboration with others, collaborating towards a common goal [3].…”