Peer Collaboration and Competition: Comparing the Effectiveness of Gamified and Non-gamified SRS in Collaborative Learning 競爭式的合作學習：比較遊戲化及非遊戲化線上反饋系統在小組合作閱讀之成效及體驗

• Published in: English teaching & learning Vol. 49; no. 3; pp. 415 - 434
• Main Author: Huang, Joan Wan-Ting
• Format: Journal Article
• Language: English
• Published: Singapore Springer Nature Singapore 01.09.2025
• Subjects: Education; Language Teaching; Original Paper; Teaching and Teacher Education; Perceptions of collaborative learning experiences; Collaborative reading; 英語閱讀測驗; Reading comprehension; 線上反饋系統; 競爭合作學習; SRS-facilitated instructions; 小組合作學習觀感; Gamification; 遊戲化/非遊戲化
• ISSN: 1023-7267; 2522-8560
• DOI: 10.1007/s42321-024-00187-8

Student response systems (SRSs) have been applied in a wide array of educational contexts to promote engaging learning. In the present study, a quasi-experimental research design was undertaken to compare three learning conditions on EFL learners’ learning outcomes measured by two reading comprehension tests and a midterm exam: (1) collaborative reading plus gamified SRS (Kahoot), (2) collaborative reading plus non-gamified SRS (Nearpod) as the two experimental groups, and (3) collaborative reading without SRS mediation as the control group. The study found that both gamified and non-gamified SRS were effective in improving student learning achievement. However, questionnaires on learners’ perceptions of overall collaborative learning, experiences, particularly on four dimensions: perceived collaborative learning (PCL), interest and enjoyment (IE), peer interaction (PI), and social relatedness (SR), revealed a non-significant difference among the three classes. The qualitative data indicated this non-existent difference in perceived collaboration could be linked to negative group dynamics, i.e., social loafing and social-emotional stress, commonly experienced in the three classes.