Exploring Motivational Differences in Competitive and Cooperative Game-Based Learning through Educational Board Games

Abstract

The purpose of this study was to determine whether educational board games have a significant impact on learning motivation by developing the information media literacy educational board game Hi-Life. It also examined the differences in learning motivation between the competitive group and the cooperative learning group through a randomized experimental design. A total of 26 students from a national university in northern Taiwan participated in the study, 14 students in the control group for cooperative game-based learning and 12 students in the experimental group for competitive game-based learning. Through the analysis of the Mann-Whitney U test, the results showed that the dimension of Relevance was significant in both the experimental and control groups. Although the rest of the dimensions are not significant, the overall data showed that the average values of the three dimensions of Relevance, Confidence and Satisfaction were all higher than 3.5. The students demonstrated a favorable learning motivation in the ARCS model after playing the educational board game.