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What does peer training look like in gaming?
What does peer training look like in gaming?
Peer-training is observed when a player with a specific game experience coaches an inexperienced player through a challenging level. The inexperienced player could work through the challenge alone, though this may cause increased frustration; but, by having an experienced player help, the experience may be more positive. They switch between the roles of teacher and student based on who has more expertise in an area of the game (Olson, 2010). Video games provide natural opportunities for children to work together and teach one another how to overcome a challenge in an unscripted manner, being motivated simply by a desire to play rather than because an adult has told them to. Therefore, children may be able to create stronger bonds and friendships based on their initiation of play, which could then translate to the acquisition of other academic and social skills.
Peer Collaboration in the literature
Peer Collaboration in the literature
Effective teaching style for inclusive learning (Clinton & Wilson, 2019; Dukuzumuremyi & Siklanderp, 2018)
Builds trust and a sense of community and teamwork skills for an overall good course performance (Clinton & Wilson, 2019; Forslund Frykedal & Hammar Chiriac, 2018; as cited in Dukuzumuremyi & Siklanderp, 2018)
Gaming while using peer training is effective in teaching to overcome a challenge for the shared goal of winning, using common interests, support, and competition to motivate their learning (Olson, 2010).
Promotes competition and growth over skills over time (Olson, 2010).
This next video will provide and overview of how to collaborate when playing with different controllers and all abilities.
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References
References
Clinton V., & Wilson, N., (2019, May 10). More than chalkboards:classroom spaces and collaborative learning attitudes. Springer Nature (22) pp.325-344. Retrieved from: <https://doi.org/10.1007/s10984-019-09287-w>
Dukuzumuremyi, S., & Siklander, P. (2018). Interactions between pupils and their teacher in collaborative and technology-enhanced learning settings in the inclusive classroom Teaching and Teacher Education (76) pp.165-174 doi:https://doi.org/10.1016/j.tate.2018.08.010
Carter, E. & Kennedy, C.H. (2006). Promoting Access to the General Curriculum Using Peer Support Strategies. Research & Practice for Persons with Severe Disabilities. 4(31). 284-292). https://pdfs.semanticscholar.org/e071/2a9bb0664a62965e06cb5b65f16b8bc9975a.pdf.
Olson, C. K. (2010). Children’s motivations for video game play in the context of normal development. Review of General Psychology, 14(2), 180–187. doi: 10.1037/a0018984
Greitemeyer, T., & Osswald, S. (2010). Effects of prosocial video games on prosocial behavior. Journal of Personality and Social Psychology, 98(2), 211-221. doi:10.1037/a0016997
Harrington, B. & O’Connell, M. (2016). Video games as virtual teachers: Prosocial video game use by children and adolescents from different socioeconomic groups is associated with increased empathy and prosocial behaviour. Computers in Human Behavior. 63(1) 650-658. https://doi.org/10.1016/j.chb.2016.05.062
Verheijen, G. P., Stoltz, Sabine E. M. J., van den Berg, Y. H., & Cillessen, A. H. N. (2019).
The influence of competitive and cooperative video games on behavior during play and friendship quality in adolescence. Computers in Human Behavior, 91, 297-304. doi:10.1016/j.chb.2018.10.023
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