Online multiplayer cooperative game with a competitive element

Gaming context
This section focuses on the setup of the classroom or other educational environment. In contrast to an interpersonal competitive and control group, Ke and Grabowski (2007) looked studied the impact of a cooperative goal structure on fifth-grade children' arithmetic performance and attitudes. The four-person teams that the students played on in the cooperative game group were chosen at random. They had time to work together with their teammates before having to compete against one another as a team. Students who participated in the interpersonal competition played video games against a computer. A ranking list was used to compare their individual scores to those of other students in the class. The sole arithmetic instruction given to the control group was drill and practice sessions that focused on the identical concepts taught to the other two groups.

CONCLUSION
There is a gap between what is theoretically claimed and what has been practically proved with educational games, despite the fact that many optimistic assertions have been made about them. This is likely a result of the games' varied language and formulations, as well as the components that make a game. It appears that there is no clear definition or accepted framework for discussing educational games when they are used in a classroom context. Therefore, we contend that discussing a constellation of several game components is preferable than discussing games themselves. Furthermore, not all of these components are necessary or vital in order to discuss "a game."
As a teacher, researcher, or other professional that employs educational games, it is crucial to examine a number of factors, such as the learning objectives or results I want to achieve. What situation am I using the game in? Which learner types (gender, prior knowledge, age, etc.) am I searching for a game for? The game selection will be based on your responses to these questions. It is unknown, however, how these many factors and characteristics affect learning and what effects they have. Therefore, it is difficult, if not impossible, to make broad conclusions regarding the efficacy of educational games nowadays.