Title

Raising Academic Performance in Socio-cognitive Conflict Learning Through Gamification

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)

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