Abstract
This paper draws on an empirical work dedicated to understand how the interplay between competition and collaboration influences play-based learning. We analyze the strategies performed by 242 pre-service teachers trained with Tamagocours, an online multiplayer tamagochi-like game. The study is based on the collection, analysis and reporting of data about players (playing analytics). The factorial analysis shows different classes of players. These classes differ in terms of how students perform competition and collaboration. The results also show the evolution of the player’s strategies. We conclude on the need for a shift from a game-based to a play-based perspective for conducting research into the use of games for educational purposes.
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The Hubble project (e.Learning Traces Observatory) has been funded by the French National Agency for Research (ANR).
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Sanchez, E., Mandran, N. (2017). Exploring Competition and Collaboration Behaviors in Game-Based Learning with Playing Analytics. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-SanagustÃn, M. (eds) Data Driven Approaches in Digital Education. EC-TEL 2017. Lecture Notes in Computer Science(), vol 10474. Springer, Cham. https://doi.org/10.1007/978-3-319-66610-5_44
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DOI: https://doi.org/10.1007/978-3-319-66610-5_44
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