Peer Collaboration and Competition: Comparing the Effectiveness of Gamified and Non-gamified SRS in Collaborative Learning

Student response systems (SRSs) have been applied in a wide array of educational contexts to promote engaging learning. In the present study, a quasi-experimental research design was undertaken to compare three learning conditions on EFL learners' learning outcomes measured by two reading comprehension tests and a midterm exam: (1) collaborative reading plus gamified SRS (Kahoot), (2) collaborative reading plus non-gamified SRS (Nearpod) as the two experimental groups, and (3) collaborative reading without SRS mediation as the control group. The study found that both gamified and non-gamified SRS were effective in improving student learning achievement. However, questionnaires on learners' perceptions of overall collaborative learning, experiences, particularly on four dimensions: perceived collaborative learning (PCL), interest and enjoyment (IE), peer interaction (PI), and social relatedness (SR), revealed a non-significant difference among the three classes. The qualitative data indicated this non-existent difference in perceived collaboration could be linked to negative group dynamics, i.e., social loafing and social-emotional stress, commonly experienced in the three classes.