Learning through video games: The impacts of competition and cooperation

Abstract

The purpose of this study was to explore four different methods of instruction: a traditional slideshow control group, and three groups using an educational video game played either individually or facilitated with a competitive or cooperative social structure. The instructional tool was an educational video game designed to teach a personal finance lesson on credit scores through individual play. The research questions focused on differences in participant performance, engagement, and attitude. The participants in the study consisted of adults from traditional extension and outreach audiences associated with a land-grant university located in the intermountain western United States. The results of this study indicated that, with one exception, there were no significant differences in outcomes between the four different methods of instruction. The broad interpretations of this study are that educational outcomes of using educational video games may not vary greatly based on social context when using precise definitions of competition and cooperation. Importantly, this affords educators the general freedom to choose among a number of social educational structures without fear of significantly compromising educational outcomes.

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