Enhancing Teamwork through Games: A Systematic Literature Review

Proceedings of The 2017 International Conference on Advanced Technologies Enhancing Education (ICAT2E 2017), 2016

This paper aims to explore the concepts of collaboration and cooperation in game-based learning. Game play requires certain kinds of competition whether it is competing against other players or simply against the game itself. More importantly, as social games have become popular in recent years, social activities, such as collaborative gaming, have drawn educators' attention to gamebased learning. However, a conceptual differentiation between collaboration and cooperation should be identified and applied in game-based learning, so that learning outcomes can be attained effectively. In this regard, the definitions, principles, and cases of both collaboration and cooperation in game-based learning will be explored and discussed in this short paper.

Playing video games is a pervasive activity among middle school students. Researchers are now investigating whether such play carries any educational benefits. One aspect of many video games is teamwork. The goal of the present research was to investigate whether playing video games cooperatively with or competitively against others affects later teamwork behavior and team performance. 60 middle school students, all without previous video game playing experience, participated in the present study. They were randomly assigned to one of three experimental conditions: no video game playing, cooperative video game playing, and competitive video game playing. Those in the video game conditions then were taught how to play Modern Warfare 3 and played for two hours. They were randomly paired with another subject from the same condition and either played with or against that person. Two weeks later, all participants were randomly paired with new partners from the same experimental condition and played a Prisoner's Dilemma game where points are awarded to players based on whether they play cooperatively or competitively with each other. Total team scores were tallied after 20 trials. Results showed that those who played Modern Warfare 3 cooperatively scored the highest, while those who played it competitively scored the lowest. Results suggest that video game playing can bolster teamwork and team performance when played cooperatively and impair teamwork and team performance when played competitively.

Organization management journal, 2024

Purpose -The purpose of this manuscript is to highlight how gamification is transforming recruitment, retention and training to resolve employee engagement challenges in the ever-changing workplace. In collaborating with game industry experts and designers, the authors taught students team leadership skills by demonstrating how to design and play their own original cooperative strategy games. In doing so, students learn what gamification is and how it can be used to train our multigenerational workforce; how designing board games teaches team leadership skills (e.g. communication, conflict management, power, decision-making); and how to develop cooperative strategy game elements (player characters, roles and actions) that motivate engaging gameplay with successful learning outcomes. Design/methodology/approach -In this paper, the authors discuss the practical implications of a three-phase semester-long experiential learning experience, where game design demonstrates to students how employees can work collaboratively together in teams. Students' developed storylines (i.e. strategic objectives) including motivation challenges, social media communication breakdowns, sabotage, global sustainability and other real-world challenges. In Phase 1, students learn about how companies are using gamification in training high-performing teams. In Phase 2, students play a cooperative strategy game Forbidden Island with their student teams. In Phase 3, students design (and play) their original cooperative strategy game, instructions booklet and build a facilitation guide. Findings -Approximately, 400 students developed 48 original cooperative strategy games that can be used to teach team leadership skills. These student teams designed cooperative strategy board gamesin which the entire team either wins or loses based on their control of valued resources and player actions as key decision-making points. The data and feedback indicate that the learning experience helped them practically consider team interdependence in making effective decisions, and in creating creative self-efficacy, resilience and self-confidence in their own leadership voice. In this manuscript, the authors focus on providing an overview and implementation plan for our semester-long experiential learning exercise.

JMIR serious games, 2022

Background: In health care, teamwork skills are critical for patient safety; therefore, great emphasis is placed on training these skills. Given that training is increasingly designed in a blended way, serious games may offer an efficient method of preparing face-to-face simulation training of these procedural skills. Objective: This study aimed to investigate the teamwork principles that were used during gameplay by medical students and teamwork experts. Findings can improve our understanding of the potential of serious games for training these complex skills. Methods: We investigated a web-based multiplayer game designed for training students' interprofessional teamwork skills. During gameplay, 4 players in different roles (physician, nurse, medical student, and student nurse) had to share information, prioritize tasks, and decide on next steps to take in web-based patient scenarios, using one-to-one and team chats. We performed a qualitative study (content analysis) on these chats with 144 fifth-year medical students and 24 health care teamwork experts (as a benchmark study) playing the game in groups of 4. Game chat data from 2 scenarios were analyzed. For the analysis, a deductive approach was used, starting with a conceptual framework based on Crew Resource Management principles, including shared situational awareness, decision-making, communication, team management, and debriefing. Results: Results showed that most teamwork principles were used during gameplay: shared situational awareness, decision-making (eg, re-evaluation), communication (eg, closed loop), and team management (eg, distributing the workload). Among students, these principles were often used on a basic level. Among experts, teamwork principles were used with more open forms of speak up and more justification of decisions. Some specific Crew Resource Management principles were less observed among both groups, for example, prevention of fixation errors and use of cognitive aids. Both groups showed relatively superficial debriefing reflections. Conclusions: Playing a multiplayer game for interprofessional teamwork appears to facilitate the application of teamwork principles by students in all important teamwork domains on a basic level. Expert players applied similar teamwork principles on a moderately high complexity level. Some teamwork principles were less observed among both students and expert groups, probably owing to the artifacts of the game environment (eg, chatting instead of talking). A multiplayer game for teamwork training can elicit the application of important, basic teamwork principles, both among novices and experts, and provides them with a flexible, accessible, and engaging learning environment. This may create time for exercising more complex skills during face-to-face training.

Sustainability, 2021

Higher Education Instituions (HEIs) should be the driving force behind the training of college students in terms of both hard and soft skills (for example, innovation and teamwork competencies), and they should also do so without neglecting their health and well-being, perhaps more than ever in these complex times of the SARS-CoV2 pandemic. Game-based learning (GBL) could be a powerful and useful tool in this regard. There is, however, some controversy surrounding the use of games for learning purposes in higher education institutions, and most of the research done about this issue corresponds to GBL through digital games. Under this background, the main objective of this study was to test the effect of GBL on the intrinsic motivation (IM), teamwork engagement (TWE), team building (TB), teamwork competence (TWC), and innovation behaviors (IWB) of 142 college students of Health Sciences and Social Work. After rehearsing in small groups, the game was tested (T2). Our results obtained ...

2012

The process of learning through Game Based Learning (GBL) presents both positive aspects and challenges to be faced in order to support the achievement of learning goals and knowledge creation. This study aims to characterise game dynamics in the adoption of multi-player GBL. In particular, we examine the multi-player GBL dynamics may enhance collaborative learning through a relation of positive interdependence while at the same time maintaining a certain level of competition for ensuring multi-player GBL gameplay. The first section of the paper introduces collaborative GBL and describes the combination of intragroup dynamics of cooperation and positive interdependence and an intergroup dynamic of competition to maintain gameplay. The second part of the paper describes two multi-player GBL scenarios: the multi-player game with interpersonal competition and the multiplayer game with intergroup competition. For each scenario a case analysis of existing collaborative games is provided, which may help instructional and game designers when defining the collaborative GBL dynamics. Technological requirements and best practices in the use of collaborative GBL are described in the last sections.

Psychology and Education: A Multidisciplinary Journal, 2025

Cooperative games have emerged as a promising pedagogical tool for enhancing sportsmanship and teamwork among college students, addressing the growing need for collaborative skills in both academic and real-world settings. This mixed-methods study investigated the impact of cooperative games on teamwork skills within the Physical Activities Towards Health and Fitness One (PATH-FIT 1) curriculum at a Higher Education Institution in Rizal, Philippines. Drawing on a descriptive-correlational design complemented by thematic analysis of semi-structured interviews, data were collected from 60 college students to quantitatively assess key aspects of teamwork-such as communication, collaboration, and conflict resolution-while qualitatively exploring personal experiences and perceptions of cooperative gameplay. The results revealed an overall positive perception of teamwork, with high mean scores in areas including active cooperation, effective communication, and mutual support, and demonstrated that age significantly predicts improvements in teamwork skills. In contrast, gender does not exert a notable effect. The thematic analysis further underscored the importance of effective communication, inclusivity, reflective debriefing sessions, and the incorporation of real-world scenarios into game design. These findings suggest that integrating cooperative games into the curriculum bolsters sportsmanship and interpersonal relationships and provides actionable insights for educators to create more engaging and supportive learning environments. Recommendations include emphasizing communication and role assignments, promoting inclusivity through team rotation, shifting focus from competition to collaboration, and providing professional development for PATH-FIT instructors to design practical cooperative activities.

The purpose of this study was to conduct a feasibility study for an assessment in team games. The logic for both individual and team assessment is outlined in a companion report to ONR (O'Neil, Baker, Wainess, Chen, Mis levy, & Kyllonen, 2004). The goal of the research in general was to produce an analysis to permit the development and application of metrics to assess the impact of participating in a team game environment The game environment provides an opportunity to assess key attributes of learning in teams. These include both process and outcome skills for teams. Another form of impact involves the development of social capital among the players. A literature review and frameworks for the measurement of team skills and social capital are included. Finally, a discussion of several issues related to the relationship of DARWARS to combat readiness completes the report.

International Journal of Serious Games, 2017

Serious games are an attractive tool for education and training, but their utility is even broader. We argue serious games provide a unique opportunity for research as well, particularly in areas where multiple players (groups or teams) are involved. In our paper we provide background in several substantive areas. First, we outline major constructs and challenges found in team research. Secondly, we discuss serious games, providing an overview and description of their role in education, training, and research. Thirdly, we describe necessary characteristics for game engines utilized in team research, followed by a discussion of the value added by utilizing serious games. Our goal in this paper is to argue serious games are an effective tool with demonstrated reliability and validity and should be part of a research program for those engaged in team research. Both team researchers and those involved in serious game development can benefit from a mutual partnership which is research fo...

Global Research in Higher Education, 2020

The interest in deploying innovative technologies with gamification to engage student learning in enjoyable style has been growing. This study aimed to investigate whether a purposely designed eTournament with the integration of concepts of gamification and team development could help the participating tertiary education students (N=416) from a variety of backgrounds in terms of culture and discipline to learn to work in teams collaboratively in a challenge-based online game. The qualitative data collected from the top 10 teams’ online discussions supported that the thoughtful design of the eTournament did facilitate their development of teamwork skills. In addition, quantitative data collected from two of the Post-game Questionnaire questions indicated that over 79% of the respondents strongly agree or agree that they enjoyed the eTournamentin general, and over 84% of respondents strongly agree or agree that they become more aware of the seventeen United Nations Sustainable Develop...