Abstract
Abstract Digital game‐based learning often leverages social dynamics to enhance engagement, yet the interplay between collaborative structures and competitive pressures remains complex. This study investigated different collaboration modes and how they interact with competition to influence computational thinking (CT) learning, group metacognition and in‐game behaviours. Adopting a quasi‐experimental approach with a 3 × 2 factorial design, 148 seventh‐grade students were recruited via purposive sampling from intact classes. Participants played the game in pairs, with or without competition, in one of three collaboration modes: paired gaming on one computer, collaboration on respective computers with turn‐taking or cooperation on respective computers with role assignment. Data were analysed using quantitative methods to assess learning outcomes and behavioural sequence analysis to identify interaction patterns. Results revealed significant main effects of collaboration mode and an interaction effect between collaboration and competition. The cooperative group with competition achieved the highest CT outcomes, and the paired gaming group with competition reported the highest level of group metacognition. In contrast, the collaborative group with competition had the lowest level of learning outcomes and group metacognition. Behavioural sequence analyses identified unique patterns that corroborate the quantitative findings. Notably, competition undermined the collaborative turn‐taking mode while enhancing cooperative and paired gaming modes, highlighting the need to carefully match collaboration structures with competitive elements in designing game‐based learning. Practitioner notes What is already known about this topic Collaboration and competition are widely used in digital game‐based learning (DGBL) to enhance engagement, motivation and problem‐solving. Prior studies have often examined collaboration and competition separately, leaving the interactive effects between these social dynamics on computational thinking (CT) and group metacognition underexplored. What this paper adds Different collaboration modes significantly shaped CT learning and group metacognition. Competition alone showed no benefits for CT learning or group metacognition. Cooperative + competition fostered clear roles, strategic play and higher CT. Competition weakened collaboration learning's CT performance and led to fragmented behaviours. Implications for practice and policy Carefully match collaboration structures with competition features when designing game‐based or group learning activities. Use competition selectively—beneficial in cooperative tasks with clear role assignments, but potentially detrimental in open collaboration requiring trust and mutual regulation. Integrate competitive and collaborative elements intentionally rather than additively.
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