Raising Academic Performance in Socio-cognitive Conflict Learning Through Gamification

Authors

Zhou Long, Huaihua UniversityFollow
Dehong Luo, Huaihua University
Kai Kiu, Huazhong Normal UniversityFollow
Hongli Gao, Huazhong Normal University
Jing Qu, Peking University
Xiangen Hu, Huazhong Normal University

Abstract

Drawing on the social interdependence theory, we experimentally compared the between-group effects of social learning gamification, competition gamification, and non-gamification on the academic performance in the within-group socio-cognitive conflict learning. Findings show that the positive learning effects of socio-cognitive conflict in within-group are strengthened when the between-group gamification is designed by social learning or competitive strategy.

Publication Title

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

Recommended Citation

Long, Z., Luo, D., Kiu, K., Gao, H., Qu, J., & Hu, X. (2020). Raising Academic Performance in Socio-cognitive Conflict Learning Through Gamification. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 12164 LNAI, 180-184. https://doi.org/10.1007/978-3-030-52240-7_33