Group-level analysis on multiplayer game collaboration: how do the individuals shape the group interaction?

Abstract

In this study, the aim was to examine how small-group collaboration is shaped by individuals interacting in a virtual multiplayer game. The data were collected from a design experiment in which six randomly divided groups of four university students played a voice-enhanced game lasting about 1 h. The 'eScape' game was a social action adventure developed as a part of the study. In the analysis of the video data, students' discourse functions during the game were analysed with content analytic methods for studying the nature of their interaction. An effort was made to analyse the data on both group and individual levels, and therefore the participants' prior social ties and experience in gaming were studied as well. The results showed that the students' main discourse functions in their conversation were Question, Content Statement, Instruction or Order and Response. It was found that individual students, especially those with prior knowledge of gaming or prior social ties, can have a major impact on the social interaction and the outcome of collaboration. It can be concluded that the eScape game allowed the students to engage in true and constructive collaborative activity, and in the future multiplayer games could be used, for example, to promote group cohesion and development, when employed in a pedagogically meaningful manner.

Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning

“…technology would replace the teacher). In practice, it is typical that, in their current state, technological environments are rarely designed with pedagogical or instructional theories of learning and teaching in mind (Laurillard, 2009), and therefore technology itself does not guarantee collaboration within groups (Bluemink, Hämäläinen, Manninen, & Järvelä, 2010). Therefore, the potential of technology for future learning relies first on designing new ways to support teachers in orchestrating collaborative learning and creativity, and second, in developing technological environments which require and support definite collaboration in problem solving.…”

Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration Around a Digital Game

“…Despite increasing knowledge about the importance of student collaboration around game environments and the benefits of computer-mediated communication for articulating reasoning, only a few studies (Bluemink & Järvelä , 2011;Bluemink, Hamalainen, Manninen, & Järvelä, 2010;Hamalainen, 2010) have closely examined the types and functions of discourse present in these interactions. One study (Bluemink & Järvelä, 2011) reported that when collaborating through voice in a multiplayer video game, the majority of university students' interactions were categorized as content statements where they shared knowledge by presenting new ideas and making observations about the game and their activity within it.…”

Untitled

“…Social ties and perceived expertise also influence collaboration in game spaces. Bluemink, Hamalainen, Manninen and Jarvela (2010) observed the interactions between college students playing a puzzle-based role-playing video game. Some of the students had prior social ties with others in their group or had prior experience playing video games in this genre while others did not.…”