Effect of Collaboration in Digital Game‐Based Learning: The Roles of Flow Experience and Intrinsic Motivation.
Background: Attention has been paid to collaboration in digital game‐based learning, as it fosters interaction and student engagement, thereby enhancing learning outcomes. Previous findings about the effect of collaboration in digital game‐based learning were inconsistent, and few studies have explo...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 19 |
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| Autores principales: | , , , , , , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918261&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918261 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918261 186918261 186918261 10.1111/jcal.70065 186918261 ppf: 1 ppct: 18 formats: tig: atl: Effect of Collaboration in Digital Game‐Based Learning: The Roles of Flow Experience and Intrinsic Motivation. aug: au: Cai, Zhihui Liu, Caiyan Zhan, Jieni Wang, Zhikeng Hao, Xin Zhang, Si Chen, Xinjie affil: Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China sug: subj: Collaboration Evaluation Learning Methods Gamification Educational Technology Computer-Assisted Instruction Academic Achievement Student Experiences Outcomes of Education Motivation Funding Source Human China Female Male Clinical Trials Quasi-Experimental Studies Mediation Analysis Education Research Questionnaires Multicenter Studies Descriptive Statistics Data Analysis Software Teamwork Students, College Student Knowledge Random Sample Female Male ab: Background: Attention has been paid to collaboration in digital game‐based learning, as it fosters interaction and student engagement, thereby enhancing learning outcomes. Previous findings about the effect of collaboration in digital game‐based learning were inconsistent, and few studies have explored the underlying mechanisms, particularly proximal psychological processes such as motivation or emotion. Aims: This study aimed to provide evidence about the effectiveness of collaboration in digital game‐based learning and figure out the mediating roles of flow experience and intrinsic motivation in the relationship between collaboration and learning achievement. Sample: A total of 181 Chinese university students (40 males and 141 females) were recruited in our experiment. Method: 92 participants in the collaborative condition were required to be fully involved in face‐to‐face teamwork to solve the tasks in an educational game, while 89 participants in the control group completed the same game tasks individually. A multiple mediation model was applied to analyse the mediating role of flow experience and intrinsic motivation between the relationship of collaboration and learning achievement. Results: Results revealed that students in the collaborative group performed better on learning achievement than those who were in the individual group. Furthermore, multiple mediation analysis revealed that two main indirect pathways emerged: 'collaboration → intrinsic motivation → learning achievement' and 'collaboration → flow experience → intrinsic motivation → learning achievement'. Conclusions: The findings supported the cognitive‐affective theory of learning with media and provided evidence about the important role of flow experience and intrinsic motivation. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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