Progress Visualisation, Competition, and Collaboration in Digital Game-based Learning as Audience (DGBL-AA)

This study builds on previous work investigating the efficacy of a novel framework for the design of interactive learning activities based on Digital Game-Based Learning (DGBL). The work presented here provides further explanation of the setup from the previous experiment with the novel framework, DGBL-AA, by considering the provision of a game that a learner can ‘observe’ as an audience, with parameters related to a linked learning activity. Using a quasi-experimental approach, we analyse children’s reactions and perceptions of a game they observe as spectators. While the previous work was grounded in the same principles, this paper finalises the name DGBL-AA and elaborates on the details of the framework. It articulates the underlying principles that facilitate the framework's generalisation across traditional classroom education, GBL, DGBL, and life scenarios, typically phenomena seen in sports. The paper identifies the primary challenges in DGBL and sets specific goals for the framework to address these issues. The experiments and the Frogs game, developed specifically for this study, illustrate the framework's adaptability and offer insights into its potential for widespread implementation. This study evaluates the framework's impact on learning outcomes and student engagement. Our findings suggest that the framework significantly enhances the educational experience, as evidenced by quantitative and qualitative data from the experiments. The experimental group demonstrated higher engagement and better performance compared to the control group. However, there was no significant difference between the competition and collaboration modes of the Frogs game. Future research directions include developing additional games with various progress visualisations to further assess the framework's efficacy. We also aim to explore the long-term effects of the framework on student achievement and motivation. Eventually, a virtual world that allows people to observe and motivate their learning could be created. This could involve implementing the framework in different subjects, age groups, and educational settings to validate its versatility and robustness.