Engagement Strategies in a Peer-quizzing Game: Investigating Student Interactions and Powergaming

Authors

DOI:

https://doi.org/10.34190/ecgbl.18.1.2729

Keywords:

Serious Games, Game-based Learning, Peer-quizzing, Engagement

Abstract

Educational games are a popular means of engaging students in learning activities. However, students in game-based learning environments often engage in powergaming to reap undeserved rewards and spoil the experi-ence of their peers. This may happen when the students pretend to engage in game activities or collude with other students, exploiting the game settings and rules to maximize their points. In this explorative study, we investigate powergaming in three settings of an asynchronous online multiplayer peer-quizzing game in a blended learning setting – a first-year programming class in a Canadian university. We designed three experi-mental settings with three versions of an education game which allowed different levels of powergaming. The between-subject study involved three experimental groups: Group 1 used a game version where they received weekly performance feedback and tips on how to improve their performance, Group 2 used a game version with access to an existing resource bank, allowing them to maximize the number if their activities in the game, and Group 3 served as a control group with no additional interventions. The research aimed to investigate 1) the association between the power gamers' activity, their grades and their preference to work alone or in a group, 2) the types of activities (type of quiz questions) most used by power gamers, and 3) which game setting was the most conducive to power gaming. The results show that better grades are not associated with higher activity levels in the game. Students who engaged in more diverse types of game activities had better learning outcomes The control Group 3 had the highest average grades. As we expected, Group 2 engaged in the high-est number of activities, esp. in creating questions, a form of powergaming. The qualitative results showed that contrary to our assumption the powergamers in Group 2 was not harmful, because it created a rich set of re-sources in the game and fostered student engagement in the game.

Author Biographies

Nafisul Kiron, University of Saskatchewan

Nafisul Kiron is in the final year of his Ph.D. program in Computer Science at the University of Saskatchewan. He is a researcher at the MADMUC lab, specializing in game-based learning. Previously, he worked as a software engineer at Samsung R&D Bangladesh.

Mehnuma Tabassum Omar, University of Saskatchewan

Mehnuma Tabassum Omaris is a PhD candidate studying Computer Science at the University of Saskatchewan. She specializes in studying Mindset Theories related to game-based learning. Prior to beginning her PHD, she served as an Assistant Professor at Khulna University of Engineering & Technology on study leave.

Julita Vassileva , University of Saskatchewan

Julita Vassileva is a Professor in the Department of Computer Science at the University of Saskatchewan. She is responsible for leading the MADMUC lab as one of the heads. Her expertise lies in User Modelling, Persuasive Technologies, and Social Computing.

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Published

2024-10-07