Experimental comparisons of face-to-face and anonymous real-time team competition in a networked gaming learning environment.
This study investigates the impact of anonymous, computerized, synchronized team competition on students' motivation, satisfaction, and interpersonal relationships. Sixty-eight fourth-graders participated in this study. A synchronous gaming learning system was developed to have dyads compete against each other in answering multiple-choice questions set in accordance with the school curriculum in two conditions (face-to-face and anonymous). The results showed that students who were exposed to the anonymous team competition condition responded significantly more positively than those in the face-to-face condition in terms of motivation and satisfaction at the 0.050 and 0.056 levels respectively. Although further studies regarding the effects of anonymous interaction in a networked gaming learning environment are imperative, the positive effects detected in this preliminary study indicate that anonymity is a viable feature for mitigating the negative effects that competition may inflict on motivation and satisfaction as reported in traditional face-to-face environments.
Yu
Fu-Yun
FY
Institute of Education, National Cheng Kung University, Taiwan, Republic of China. fuyun@mail.ncku.edu.tw
Han
Chialing
C
Chan
Tak-Wai
TW
D000851:Anonyms and Pseudonyms; D002648:Child; D003163:Competitive Behavior; D003194:Computer-Assisted Instruction / Q000379:methods*; D003258:Consumer Behavior; D005717:Games, Experimental; D006126:Group Processes; D006801:Humans; D007398:Interpersonal Relations; D009042:Motivation; D011593:Psychology, Social; D018910:Video Games