Online multiplayer cooperative game with a competitive element

The educational technique of game-based learning has been used in several research to aid student learning. Among these, increasing learning motivation has been applied repeatedly as a teaching approach to increase learning successes. Instead of the primary subject of the class being covered, the goal of this kind of game-based learning is to enhance participants' learning motivation.

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  In more contemporary educational settings, game-based learning environments contain the following features.
  
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  Use games to encourage students to reconsider the information they have already acquired.
  
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  The game offers immediate feedback so that teachers may track students' academic progress in real-time and quickly offer various ideas.
  
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  Students can share the information they have learnt with one another through games.
  
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  Learning through games may help students approach their studies with a laid-back attitude, preventing them from becoming bored.
  
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  The games typically go together with conversation and socialization.
  

Competitively-Based Education
Competitive learning takes place as part of a regulated activity in which students compete against one another to accomplish a goal. Rewarding students are only given if they exceed their peers in the competitive process. Competitive learning is appropriate for teams or students to compete against one another and improve student learning outcomes. For instance, when teachers hold contests in the classroom, pupils would strive to do better than their colleagues in order to win and become the recipients of teacher incentives. To encourage students to compete, the instructor also offers extra points or other awards.


Online multiplayer cooperative game with a competitive element
Operating system concepts frequently cause students to become disinterested in the course material, which lowers learning motivation and lowers academic achievement. This study creates a game with the course material as its primary focus, leveraging the competitive aspects of the game to increase students' learning motivation and, as a result, improve learning outcomes. Students can choose roles that are appropriate for themselves to play in the games because playing roles that are appropriate for them can increase their chances of winning the game. In games, different roles will have different capabilities and characteristics, and the roles played by students will affect the models in each game.
Format
Given the variety of domains, it is not surprising to find also a variety of games used in the different studies, such as a multiplayer educational game applications (Annetta, Mangrum, Holmes, Collazo, & Cheng, 2009a; Annetta, Minogue, Holmes, & Cheng, 2009b), computer-based video games (Chuang & Chen, 2009), computer-based role-playing games (Richards et al., 2008), virtual reality educational games (Virvou et al., 2005; Wrzesien & Raya, 2010), etc. Once more, the topic of whether generalizations from research using one form of game to studies using other types of games may be brought up. Since there is no comprehensive typology of game kinds, this problem is made even more complex. This makes it challenging to comprehend what authors intend when they use certain terminology for different types of games.