The effects of cooperative and competitive games on classroom interaction frequencies

Susan Creighton, Andrea Szymkowiak

Research output: Contribution to journalArticle

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Abstract

This research looks at the effects of playing cooperative and competitive computer games on pupils’ classroom interaction frequency, as an index of their cooperation and engagement in class. It was predicted that students who played a cooperative game would receive higher teacher ratings of classroom interaction frequency, whereas students who played a competitive game would receive lower teacher ratings of classroom interaction frequency. Thirty-two school children with behaviour and learning difficulties played either a cooperative or competitive version of the Wii for a week. The pre- and post-game classroom interaction scores were different for the cooperative and competitive game conditions in the predicted directions. The findings suggest that cooperative games may benefit the social interaction of pupils within the classroom.
Original languageEnglish
Pages (from-to)155-163
Number of pages9
JournalProcedia - Social and Behavioral Sciences
Volume140
DOIs
Publication statusPublished - 22 Aug 2014

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Pupil
Students
Video Games
classroom
Child Behavior
Interpersonal Relations
interaction
teacher rating
Learning
pupil
Research
learning disorder
computer game
schoolchild
student
Direction compound

Cite this

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The effects of cooperative and competitive games on classroom interaction frequencies. / Creighton, Susan; Szymkowiak, Andrea.

In: Procedia - Social and Behavioral Sciences, Vol. 140, 22.08.2014, p. 155-163.

Research output: Contribution to journalArticle

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