| dc.description.abstract | There is an increasing popularity of game-based learning (GBL). Besides the effectiveness, games have a motivational function. However, the use of serious games is not as motivating as expected, compared to conventional instruction methods. It is expected that collaboration can stimulate the feeling of relatedness, which leads to a higher intrinsic motivation. Additionally, collaboration leads to students who co-construct knowledge, which results in broader and deeper understanding of concepts. The use of guided collaboration improves the quality of learning outcomes. This study aims to look at connections between collaboration, motivation and learning outcomes. A quasi-experimental research with three conditions (individual, non-guided collaboration and guided collaboration) in which the guided collaborative setting used guidance, in form of a script with questions. The participants in this research (N = 143) were primary school children between the age of 7 and 10. The participants filled out a motivation questionnaire and knowledge test about ‘safe internet’ (pre-test), played a videogame about ‘safe internet’ and filled in a motivation questionnaire and knowledge test about ‘safe internet’ after the game (post-test). There were no significant differences found for the three conditions on learning gain and gain in intrinsic motivation. | |
