The Impact of Group Composition on Digital Game-Based Collaborative Learning

• In Event: Social Aspects of Learning With Technology

Abstract

This study aims to investigate the effect of group composition on game-based collaborative learning and its interbrain basis. A one-factor between-subjects design experimental study was conducted. 106 students were assigned to one of the three conditions based on their level of prior knowledge and performed game tasks while wearing near-infrared devices on their heads. The findings showed that: (a) the groups in the high-high condition had the best collaborative learning performance; (b) Interpersonal neural synchronization (INS) predicted communication quality and learning outcomes; (c) the communication quality played a mediating role in INS predicting learning retention. These findings provided pedagogical guidance on how to conduct collaborative learning in the game-based learning and enhanced our understanding about the underlying cognitive and neural mechanisms.

Authors

• Yang Gui

• Zhihui Cai, Central China Normal University

• Si Zhang, Central China Normal University

• Jinbo He, The Chinese University of Hong Kong

• Xitao Fan, The Chinese University of Hong Kong