Abstract:

Modern education must be interesting and encouraging students to act, solve problems, develop competences useful for modern life, focus on learning through research, experimentation, creation and cooperation (Concept of a Good School, 2015). Computer games have a unique potential to engage people in cooperative activities and to shift education in the desired direction. Educational goals are not included in the content of regular computer games, since the main goal of playing is simply to have fun. Meanwhile, serious games are based on educational goals and have fewer entertainment components (Ulrich, Helms, 2017; Halloluwa et al., 2017). Games-based learning is considered a subcategory of serious games or can be used synonymously (Hainey et al., 2016). Games-based learning is defined as the application of game mechanics, aesthetics and game principles to engage people, motivate them to act, encourage learning and teach problem solving (Kapp, 2012). As the popularity of the Minecraft Education Edition computer game grows, so does the interest in its role in education (Delafield-Butt, 2021). This game is not based on competition between players but on cooperation, which indicates that it can be used for educational purposes (Reese, 2011). Recently, considerable attention has been paid to the relevance of computer games in teaching primary school students (Willett, 2015; Karsenti, Bugmann, 2017). Nevertheless, there is a lack of research on games-based cooperative learning in the primary grades. The need to purposefully develop cooperation skills in an attractive way for modern students presupposes a problem research question: how do primary school students cooperate during games-based learning?

Research aim:
To investigate the expression of games-based cooperative learning in the primary grades.

Research methods:
- Analysis of scientific literature.
- Qualitative research (structured written interview).
- Qualitative content analysis.

Using the interview method, 36 primary school students were interviewed in May 2022. The research was carried out in one Lithuanian primary school implementing a project, during which the Minecraft Education Edition computer game was used in the world knowledge lessons of the third and fourth grades.

The results of the conducted qualitative empirical study revealed that during games-based learning, the most important thing for students is the opportunity to cooperate. Students positively assess the experience of the Minecraft Education Edition game. They would like to learn by playing computer games not only in world knowledge but also in other lessons. According to the research participants, this form of learning is more interesting and provides good conditions for meaningful activity together with peers. When playing together, students work more efficiently and are motivated. The research revealed that positive interdependence, group processes, incentive activities, and individual responsibility are the most important aspects of student cooperation during games-based learning. These aspects, according to the students, are realized through activities, when playing in a team and helping each other, distributing work and actively communicating. It has been established that incentive activities motivate primary school students to act, and individual responsibility is important for the quality of each student’s learning. The research also revealed the challenges that students faced during games-based learning.

Keywords:

Games-based learning, student cooperation, primary grades.