Cooperative Gamification in Education and Learning: a Comparison Between Modalities and Supported Activities

The use of gamification – i.e., the use of game elements in non playful contexts – in the field of education is growing every year, to face the students’ low motivation and engagement toward learning. Gamified educational apps use cooperation and competition – important features of traditional learning – without having a comprehensive understanding of the role of game modality. This doctoral thesis focuses on the role of game modality in educational gameful systems, and in particular on the cooperative modality. First, I identified the gaps in gamification research through the analysis of the literature on (1) gamification in education, and (2) the role of game modality in education. The results showed how the study of cooperative gamification needs deeper exploration. To address this gap, two empirical studies were conducted using the StandByMe platform, a gamified system designed to raise awareness about gender-based violence through a series of thematic activities. These studies compared the effects of individual and cooperative modalities, assessing their respective strengths and limitations. The second study further examined the influence of individual differences, such as personality traits and player types, on the user experience. The two studies incorporated qualitative and quantitative data to evaluate how the two game modalities impacted participants' learning outcomes and user experiences. The findings revealed that contrary to existing literature, the individual modality appeared more effective for teaching sensitive topics, and this could represent an advantage when the primary goal is learning. This effect is likely attributable to the greater focus and cognitive engagement in the individual modality. In contrast, the cooperative modality fostered higher levels of motivation, suggesting it may be more suitable for contexts where learners exhibit low initial interest in the subject matter. While personality traits and player types moderated the user experience, their interaction with game modality demonstrated a less pronounced effect compared to the main effects. Additionally, this dissertation includes an annex presenting the design and preliminary findings of SmartGame, a cooperative gamified platform aimed at promoting students’ motivation in math education. Although still in its early stages, this project aligns with the central theme of the thesis and offers an opportunity to discuss the interaction between game modality and the type of educational activities addressed. In conclusion, this dissertation advances the understanding of cooperative gamification in educational contexts and contributes to the broader literature on game modality. By addressing the underexplored topic of game modality, these findings provide valuable insights for the design of gamified educational systems and their application in diverse learning environments.