The Influence of the Role of Peer Presence on Game‐Based Chemistry Learning: Evidence From EEG

ABSTRACT Background Game‐based learning (GBL) has become an important way to innovate chemistry teaching. However, it is still unclear how different peer roles in GBL shape learners' learning outcomes and cognitive processes. Objectives The study examined how different peer roles (individual vs. collaborators vs. competitors) influence learners' outcomes in game‐based chemistry learning. It also examined differences in theta and alpha power across these conditions. Methods The study employed a between‐subjects design with 69 ninth‐grade students from a secondary school in China who had not yet learned the target chemical concepts. Students were randomly assigned to individual, collaborative or competitive learning. Outcome measurement included immediate and delayed testing, motivation, cognitive load, interest and electroencephalography (EEG)‐based alpha and theta power. Results and Conclusions Both the collaborative and competitive conditions showed higher learning performance and interest than the individual condition. The collaborative condition also showed higher motivation than both the competitive and individual conditions and higher cognitive load than the individual condition. EEG analyses showed that the collaborative condition elicited higher theta and alpha power than the individual condition across both phases, although differences from the competitive condition were not consistently significant. These patterns may reflect greater demands on cognitive control and selective processing during collaborative learning. Implications The findings highlight the value of collaborative peer roles in game‐based chemistry learning. Teachers may consider incorporating structured collaborative activities to promote students' engagement and cognitive involvement. The findings also suggest that different peer roles may serve distinct motivational functions, which may inform the design of GBL activities.