The social basis for learning, particularly in childhood, has been acknowledged since the seminal research of the Russian psychologist Lev Vygotsky. Although his theory is very often cited in HCI literature as a theoretical basis for the design of multi-user interactive artefacts, little empirical data is available that assess Vygotsky’s thesis in this domain. This paper presents an empirical study that investigated the learning impact of social interaction in the context of children online edutainment. We developed “multiplayer” and “individual” configurations of an educational internet game and measured the learning benefits of “playing together” and “playing alone” in 54 children from a local elementary school. Not surprisingly, our findings confirm that Vygotsky was right. They provide some empirical evidence that in contexts of online gaming, the presence of interpersonal communication, collective goals, and social activities has measurable beneficial effects on children learning.
Giorgio BertiniResearch on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
Academic SupportThe Learning Change Project is a personal not for profit and without sponsors multidisciplinary initiative to support academic activities. Use the files freely for your Courses or Research. To prepare Reading Lists explore the Category List or Search for the topic of your interest. If you need any support, contact me.
510 Posts in this BlogFollow my Networks for recent Posts. For authors, date, publishers +metadata, view the source.
- Follow Learning Philosophy of Change on WordPress.com
Recent Posts: Learning Art
Learning Community Change
Learning Cultural Change
Learning Philosophy of Change
Learning Political Economy of Change
Learning Research & Change Methods
Learning Sciences of Change
Learning Sustainability of Change
Learning Technologies of Change
- My Tweets