Background. Designing collaborative three-dimensional (3D) learning games is one way to enhance the quality of learning and respond to the needs of working life. However, there is little research on how to apply different game mechanics to support different educational aims.
Aim. This study determines how game mechanics implemented within computer-supported collaboration roles (scripted vs. emergent) are associated with the emergence of collaboration.
Method. The research at hand applies both qualitative and quantitative content analysis. The target group consisted of 15 vocational school students. The data were gathered by recording the groups’ discussions and saving the game logs. A total of 8,128 transcribed utterances were eligible for content analysis to shed light on the characteristics in knowledge construction under scripted and emergent role situations.
Results. We found differences between the players’ utterances in tasks with scripted and emergent roles. At the scripted-role level, providing knowledge was the most dominant type of utterance. Further, students with similar roles performed actions and applied similar activities. In the level based on emerging collaboration processes, shared problem solving was the most actively used speech activity.
Conclusions. Emphasizing and applying different game mechanics with different collaboration roles (scripted vs. emergent) can be used to support different educational aims of games.
Recommendation. Collaboration is needed among professionals from technological and educational sites of game research to fully understand how to apply game mechanics in educational games.
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