Review Article
Isabella Giacchi, Antonia Lonigro, Federica Zava, Giovanni Maria Vecchio
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep659
ABSTRACT
Digital serious games (DSGs) in collaborative settings are increasingly explored for their potential to support 21st century skills, particularly collaboration. However, existing literature still offers a fragmented picture of their impact on collaborative competences. Thus, this study aims to (1) map empirical research on DSGs in collaborative contexts—highlighting theoretical frameworks, application fields, and assessment methods for knowledge acquisition and psychosocial skills—and (2) examine their effectiveness, identifying which components of collaborative competence and group dynamics are supported. Following PRISMA guidelines, the literature search identified 29 studies reporting empirical evidence on the use of DSGs in collaborative settings, using the search terms “serious game*” AND “learning” AND “cooperat*” OR “collaborat*.” The studies selected are highly heterogeneous in frameworks, aims and methods, reflecting the multidisciplinary nature of DSG research. Main findings show that research on DSGs in collaborative contexts is highly heterogeneous and predominantly based on experimental and quasi-experimental designs, with a strong focus on short-term outcomes such as knowledge acquisition and user satisfaction. Results indicate also that DSGs mainly support collaboration through interconnected cognitive, affective, and social mechanisms, particularly when embedded within structured frameworks such as computer-supported collaborative learning. However, evidence on longitudinal effects and deeper group processes remains limited, revealing a gap between short-term learning outcomes and the analysis of sustained group dynamics. Future research on DSG interventions aiming to more effectively capture group processes should adopt standardized definitions, use validated instruments for assessing collaboration, and implement longitudinal designs grounded in structured collaborative methodologies.
Keywords: digital serious games, collaboration, systematic review, learning outcomes, psychosocial skills
Research Article
Dirgha Raj Joshi, Krishna Prasad Adhikari, Jeevan Khanal, Shashidhar Belbase
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep454
ABSTRACT
The purpose of this study was to measure the effect of classroom practices of using communication tools, collaboration skills, digital skills, and software skills of teachers on the communication behaviors of students during mathematics instruction. A cross-sectional online survey was conducted among 466 mathematics teachers in Nepal. The primary statistical techniques applied in the data analysis were mean, standard deviation, one-sample t-test, and structural equation modeling (SEM). The results showed that the level of skill transformations of mathematics teachers in digital skills was found to be significantly low. Moreover, practices of using communication tools, collaborative skills of teachers, digital skills enhancement of teachers, and software skills enhancement of teachers were found to be significant predictors of the communication behavior of students. The results of this study suggested that teachers’ technological empowerment is essential for developing digitally competent teachers who can transform the traditional mathematics classrooms into an online mode that is more constructive, collaborative, engaging, and supportive to the learners in a flexible and joyful learning environment. The study contributes to providing the knowledge of digital instructional skills of mathematics teachers to the communication behavior of the students. Moreover, the study gives an insight into using multi-group SEM in studying teachers’ technological skills on students’ learning of soft skills, such as communication behavior.
Keywords: collaboration, communication, communicative behavior, digital tools, mathematics teaching, transformation