FOSTERING ENGAGEMENT AND COLLABORATION: THE ROLE OF AGE AND EXPERIENCE IN PHYSICAL ACTIVITY DURING TRADITIONAL GAMES IN ELEMENTARY SCHOOLSABSTRACT
In the existing body of knowledge, limited attention has been given to how age and experience influence engagement and collaboration in physical activities, specifically in the context of traditional games in elementary schools. While research on physical activity in school settings is abundant, much of it overlooks the social dynamics and collaborative interactions that emerge through traditional games. There is also a noticeable gap in understanding how these factors vary across different age groups and levels of experience. This study aims to address these gaps by exploring how age and experience contribute to student engagement and collaboration during traditional games in elementary schools. Using a sequential mixed-methods approach, the study involved 150 students from grades 1 to 6 across three elementary schools in the Special Region of Yogyakarta, Indonesia. Data were collected through a closed-ended questionnaire that assessed two main dimensions: engagement and collaboration in physical activities. Additionally, structured interviews were conducted with 15 selected students to gain deeper insights into their personal experiences. The findings suggest that both age and experience play significant roles in shaping how students engage with and collaborate in traditional games, with younger students showing higher levels of spontaneous interaction, while older students demonstrated more strategic collaboration. The study highlights the importance of fostering an environment where both engagement and collaboration are promoted, offering valuable implications for physical education curriculum development. It suggests integrating more age-appropriate traditional games that encourage social interaction and teamwork, ultimately enhancing students' physical and social development in elementary school settings.
Keywords:
Collaboration; Co-operation; Engagement; Physical activity; Traditional Games.
RESUMO
No corpo existente de conhecimento, pouca atenção tem sido dada a como a idade e a experiência influenciam o engajamento e a colaboração em atividades físicas, especificamente no contexto dos jogos tradicionais em escolas de ensino fundamental. Embora haja muitas pesquisas sobre atividade física no ambiente escolar, grande parte delas negligencia as dinâmicas sociais e as interações colaborativas que emergem por meio dos jogos tradicionais. Também é evidente uma lacuna na compreensão de como esses fatores variam entre diferentes faixas etárias e níveis de experiência. Este estudo visa preencher essas lacunas explorando como a idade e a experiência contribuem para o engajamento e a colaboração dos alunos durante jogos tradicionais em escolas de ensino fundamental. Utilizando uma abordagem mista sequencial, o estudo envolveu 150 alunos do 1º ao 6º ano em três escolas de ensino fundamental na Região Especial de Yogyakarta, Indonésia. Os dados foram coletados por meio de um questionário fechado que avaliou duas dimensões principais: engajamento e colaboração em atividades físicas. Além disso, entrevistas estruturadas foram realizadas com 15 alunos selecionados para obter insights mais profundos sobre suas experiências pessoais. Os resultados sugerem que tanto a idade quanto a experiência desempenham papéis significativos na forma como os alunos se envolvem e colaboram nos jogos tradicionais, sendo que os alunos mais jovens demonstraram níveis mais altos de interação espontânea, enquanto os mais velhos apresentaram uma colaboração mais estratégica. O estudo destaca a importância de promover um ambiente onde tanto o engajamento quanto a colaboração sejam incentivados, oferecendo implicações valiosas para o desenvolvimento do currículo de educação física. Sugere-se a integração de jogos tradicionais mais adequados à idade que estimulem a interação social e o trabalho em equipe, promovendo, assim, o desenvolvimento físico e social dos alunos no contexto escolar fundamental.
Palavras-chave:
Colaboração; Cooperação; Engajamento; Atividade física; Jogos Tradicionais.
Introduction
Physical activity plays a crucial role in the physical and social development of young learners, with traditional games offering a unique context for fostering these aspects in elementary school settings. Traditional games are recognized for their cultural significance, promoting both physical engagement and social interaction among children 1,2. Research indicates that physical activity in the form of traditional games can improve motor skills, enhance coordination, and provide valuable opportunities for students to engage in teamwork, cooperation, and problem-solving 3-5. These activities also offer a means to connect with cultural heritage while fostering a sense of belonging and community. However, despite the growing recognition of these benefits, limited research has been conducted on how specific factors such as age and experience influence student engagement and collaboration during traditional games in elementary school contexts. Existing studies primarily focus on the physical outcomes of traditional games, often neglecting the social dynamics involved in these activities 6,7.
In terms of engagement, research suggests that age plays a critical role in how children interact with physical activities. Younger children tend to demonstrate more spontaneous engagement in games, exhibiting high levels of enthusiasm and active participation. Conversely, older students, with more experience, may engage in physical activities with greater purpose and structure, leveraging their understanding of the rules and strategies 8-10. This suggests that age-related factors influence not only the frequency of participation but also the quality and depth of engagement during traditional games 11,12. However, while these studies provide useful insights into general patterns of engagement, there is a lack of research on how engagement varies specifically within the context of traditional games in elementary school settings, particularly when considering the interaction between age and experience.
Moreover, collaboration is an essential element of traditional games, where children learn to work together, communicate, and develop problem-solving skills. Studies have shown that collaborative play in physical activities fosters social development, such as building trust and empathy, and enhances teamwork skills 13. However, despite the critical role collaboration plays in these games, the literature offers limited exploration into how collaboration evolves with age and experience in a traditional game setting. Most studies focus on general teamwork dynamics without delving into the specific ways in which these dynamics shift as children age and gain more experience in playing traditional games 14. The question remains as to how age and experience influence the collaborative process, particularly in a culturally rich and interactive setting such as traditional games.
Although physical activity and social interaction in school environments have been widely studied, the combined influence of age, experience, engagement, and collaboration within traditional games has received limited attention. Prior research often isolates these variables or emphasizes only one, lacking a comprehensive view of their interconnection. Particularly in elementary schools, where traditional games are frequently used, little is known about how different age groups engage with these games or how collaborative behaviors develop over time with experience. This study seeks to fill that gap by examining how age and experience influence student engagement and collaboration, offering insights for more effective physical education curriculum development. This study is guided by the research question: How do age and experience influence student engagement and collaboration during traditional games in elementary school settings?
Literature Review
The Role of Physical Activity in Elementary School Education
Physical activity plays an essential role in the development of elementary school students, contributing to both their physical health and cognitive growth 15,16. Research has consistently highlighted the multifaceted benefits of physical activity for young learners, including improvements in cardiovascular health, motor skills, and overall physical fitness 9,17. In addition to these physical benefits, engagement in physical activities fosters crucial social skills such as teamwork, communication, and conflict resolution. Traditional games, as a form of physical activity, are particularly valuable in this regard because they often require cooperative play, rule adherence, and strategic thinking 4,11. However, despite the well-documented benefits of physical activity, there is a noticeable gap in research examining how specific forms of physical activity, such as traditional games, impact social collaboration and engagement in elementary school settings 1,3,6. While numerous studies have explored the importance of physical exercise, they often focus on modern sports or structured activities, leaving traditional games relatively underexplored. Furthermore, there is limited investigation into how these activities influence social interaction, particularly in terms of how age and experience affect student engagement. Thus, the current literature fails to provide a nuanced understanding of how traditional games contribute to engagement and collaboration, especially among different age groups within elementary schools.
Engagement in Physical Activities: Age and Experience as Key Factors
Engagement in physical activity is influenced by various factors, including age and experience. Younger children, particularly those in early elementary grades, are often more spontaneous and eager to engage in physical activities, showing high levels of enthusiasm and enjoyment 7. Conversely, as children grow older and accumulate more experience, their engagement tends to become more structured and purpose-driven. Older students, particularly those in the upper elementary grades, may approach physical activities with a greater understanding of strategy and rules, making their engagement more goal-oriented 14. While these trends have been observed in various settings, the existing research tends to focus on general trends in engagement and often neglects the specific context of traditional games 18-20. Traditional games present unique challenges and opportunities for engagement, as they combine physical activity with cultural and social dimensions 4,6,7. Despite this, the literature remains sparse on how engagement specifically evolves during traditional games across different age groups and how experience shapes this process. A comprehensive exploration of engagement within the specific context of traditional games is needed, especially with a focus on how age-related factors influence both the frequency and nature of student participation.
Collaboration in Traditional Games: Social and Developmental Benefits
Collaboration is another significant aspect of traditional games that is often underexplored in existing research. Many traditional games are inherently collaborative, requiring students to work together to achieve a common goal 11,21. These activities promote essential social skills such as communication, empathy, and teamwork 14. Through collaborative play, children develop the ability to negotiate, resolve conflicts, and support their peers, which are vital skills for personal and academic success. However, while the importance of collaboration in traditional games is well-established, the literature lacks a detailed examination of how collaboration changes as children age and gain more experience in these games 22,23. Research has shown that collaboration tends to become more structured and strategic with age, yet little is known about how this process unfolds in the context of traditional games, where collaboration often occurs in less formalized settings compared to structured team sports 3,4. The existing research emphasizes general teamwork in physical activities, neglecting the cultural and contextual elements that shape collaboration in traditional games. There is a clear need for more targeted studies exploring how age and experience influence collaborative behaviors in these games and their role in supporting students’ broader social development.
Methods
Research Design
This study adopts a sequential mixed-methods approach to explore the influence of age and experience on engagement and collaboration in traditional games among elementary school students 24,25. The mixed-methods design allows for a comprehensive understanding of both the quantitative and qualitative aspects of student behavior, engagement, and collaboration in physical activities. The first phase involved a quantitative approach using a closed-ended questionnaire, which assessed two main dimensions: engagement and collaboration during traditional games. A total of 150 students from grades 1 to 6 across three elementary schools in the Special Region of Yogyakarta, Indonesia, participated in the survey. The second phase of the study utilized structured interviews with 15 selected students from the same three schools to gather deeper insights into their personal experiences and perceptions regarding engagement and collaboration in traditional games. The selection of these students was based on maximum variation sampling, ensuring representation across different grades, gender, and levels of engagement and collaboration (high, medium, and low) as identified in the questionnaire results. This purposive selection enabled the study to capture diverse perspectives and provide a richer, more nuanced understanding of student experiences. The study thus allows for both a broad analysis of trends (through the questionnaire) and an in-depth exploration of individual experiences (through the interviews).
Validation Process
The questionnaire and interview protocols used in this study were adapted from existing scales designed to measure engagement and collaboration in physical activities. The questionnaire items related to engagement were derived from scales developed by Denisova et al. 26, focusing on the enthusiasm, involvement, and active participation of students during physical games. Similarly, the collaboration items were adapted from Duncan 14, which emphasized teamwork, communication, and problem-solving during group activities. These scales were validated by a group of three education experts, including physical education instructors and psychologists, who reviewed the content for clarity, relevance, and applicability to the context of traditional games in elementary school settings. This validation process ensured that the instruments accurately measured the intended constructs in the Indonesian cultural context. The experts provided feedback on the language, clarity, and appropriateness of the items, which was then incorporated into the final versions of the questionnaire and interview protocols. To further assess the reliability of the instruments, a Cronbach’s Alpha test was conducted for each dimension. The reliability of the engagement dimension yielded a Cronbach’s Alpha value of 0.89, indicating strong internal consistency. The collaboration dimension achieved a Cronbach’s Alpha of 0.85, also demonstrating good reliability. These results confirm that the instruments were robust and reliable for the purpose of this study.
Data Collection Procedures
The data collection process was designed to be systematic and structured to ensure consistency across all schools involved in the study. The traditional games used in the study were selected based on their cultural significance and popularity among elementary school children in the Special Region of Yogyakarta. These games included “Gobak Sodor” (a traditional Indonesian game that involves teamwork to pass through lines and evade being tagged) and “Engklek” (a hopscotch-like game). These games were selected because they are widely played in the region and require a high level of social interaction, which is crucial for examining collaboration and engagement.
The physical activities were implemented as part of the regular physical education curriculum in the participating schools. Teachers were instructed to incorporate these traditional games into their lessons, and students were informed that their participation would be part of a research study aimed at exploring their experiences in physical education activities. The games were conducted in the schoolyard, with each game session lasting approximately 30 minutes. The games were conducted in the schoolyard, with each game session lasting approximately 30 minutes. In total, four sessions were devoted to traditional games, with two sessions for “Gobak Sodor” and two sessions for “Engklek”. Each type of game was played in separate sessions to allow students to fully experience and engage with the distinct dynamics of each activity. During these sessions, the students were encouraged to actively engage with their peers, collaborate to achieve the goals of the game, and reflect on their experience through structured post-game discussions facilitated by the researchers.
Prior to gameplay, the researchers introduced each traditional game by clearly explaining the rules and objectives, adapting their approach to suit the developmental levels of different age groups. Younger students in grades 1 to 3 received more detailed guidance and support, while older students in grades 4 to 6 were encouraged to rely on their previous experience with minimal intervention. Following the games, all participants completed a closed-ended questionnaire to measure engagement and collaboration. Additionally, 15 students representing a range of ages and experience levels participated in semi-structured interviews. Consistent procedures were applied across all three schools to ensure reliable and valid data collection.
Data Analysis
Data collected from the closed-ended questionnaire were analyzed using SPSS 27 to identify patterns and correlations related to student engagement and collaboration. The first step in data analysis involved descriptive statistics, which provided an overview of students’ responses across the two dimensions of engagement and collaboration. The reliability of the questionnaire was confirmed using Cronbach’s Alpha, with values of 0.89 for engagement and 0.85 for collaboration, both of which indicate strong internal consistency. The qualitative data from the structured interviews were transcribed and analyzed using thematic analysis. Themes related to engagement and collaboration were identified by reviewing the interview transcripts for recurring patterns and concepts. The interviews provided rich, contextual information that allowed the research team to better understand how personal experiences and perceptions shaped students’ engagement and collaborative behaviors during traditional games.
Ethical Considerations
Ethical considerations were integral to the design and implementation of this study. Informed consent was obtained from both the students and their parents prior to participation. The students were assured that their participation was voluntary, and that they could withdraw from the study at any time without facing any consequences. The confidentiality of the students’ responses was strictly maintained throughout the study, with all data anonymized and stored securely. Additionally, the study was reviewed and approved by the Research Ethics Committee at STAI Diponegoro Tulungagug, with approval document number (2.2.15/EC-DIPTA/PL/2025), ensuring that all procedures followed ethical guidelines and respect for the participants’ rights.
Results
To address the research question, data were gathered using a closed-ended questionnaire and structured interviews, targeting two central dimensions: student engagement and collaboration during traditional games in elementary schools. The questionnaire consisted of ten items per dimension, measured on a four-point Likert scale (1 = Strongly Disagree to 4 = Strongly Agree), intentionally excluding a neutral option to encourage more decisive responses. Engagement items focused on enthusiasm, motivation, and participation, while collaboration items addressed teamwork, communication, and problem-solving. To enrich the quantitative data, structured interviews were conducted with 15 selected students, providing deeper insights into how age and experience shaped their engagement and collaborative behaviors.
The findings from the student engagement reveal a consistently high level of enthusiasm and involvement among elementary school students when participating in traditional games, with each of the ten items receiving strong agreement from a majority of respondents. Specifically, more than half of the students responded with “Agree” across all items, ranging from 52.4 percent to 57.1 percent, while an additional 31.4 percent to 35.2 percent strongly affirmed their engagement. The highest mean score was observed for item 7, “I look forward to playing traditional games in physical education” (M = 3.24, SD = 0.69), indicating strong anticipation and positive disposition toward these activities. Similarly, enjoyment in physical activity (item 3, M = 3.21, SD = 0.68) and excitement in competition (item 9, M = 3.21, SD = 0.69) were also highly rated, suggesting that both the physical and competitive aspects of traditional games stimulate emotional engagement. Notably, while a small portion of students selected “Disagree” or “Strongly Disagree”, ranging from 7.6 percent to 14.3 percent combined in each item, this minority response points to variability in individual preferences and perhaps differences in physical ability, social comfort, or prior experience with games. Despite this variability, the relatively low standard deviations, which range from 0.68 to 0.74, indicate a strong consensus among participants. The results demonstrate that traditional games in physical education foster emotional, behavioral, and motivational engagement for a broad range of students. They suggest that integrating traditional games into the curriculum not only sustains student interest but also encourages active participation and self-improvement.
The statistical results from the student collaboration questionnaire (n = 150) show a consistently strong tendency among elementary students to engage in cooperative behaviors during traditional games. Each of the ten items demonstrated a high level of agreement, with over half of the students selecting “Agree” in all statements, ranging from 54.3 percent to 58.1 percent, and an additional 31.4 percent to 33.3 percent selecting “Strongly Agree.” These figures reflect the students’ positive orientation toward teamwork and their active role in maintaining group harmony. The highest average score was recorded for items 1 and 6, “I work well with my classmates during traditional games” and “I respect my classmates’ opinions while playing traditional games” (M = 3.20, SD = 0.71), suggesting that students value respectful interactions and cohesive collaboration. Other high-scoring items include effective communication (item 3, M = 3.18, SD = 0.70), idea sharing (item 5, M = 3.18, SD = 0.72), and a sense of responsibility toward team success (item 9, M = 3.19, SD = 0.71). These responses highlight the importance of mutual understanding, responsibility, and respect as central to the collaborative experience. A small percentage of students indicated “Disagree” or “Strongly Disagree” across items (ranging from 8.6 percent to 12.4 percent combined), which may indicate individual differences in social skills, preferences for individual play, or challenges in group dynamics. The relatively low standard deviations between 0.70 and 0.73 support the consistency of responses and reinforce the reliability of the findings. Overall, the results suggest that traditional games serve as effective platforms for nurturing collaboration, as students not only participate actively but also demonstrate shared responsibility, problem-solving, and respect for team members.
Furthermore, addressing how age and experience influence student engagement and collaboration during traditional games in elementary school settings, the structured interviews were conducted with 15 students, comprising five from each of the three schools: School A (SAP1-SAP5), School B (SBP1-SBP5), and School C (SCP1-SCP5). The data was analyzed thematically, focusing on two main dimensions: engagement and collaboration.
Theme 1: Student Engagement during Traditional Games
Interview Question: How do you feel when you participate in traditional games?
The responses indicate that enjoyment plays a central role in their engagement during traditional games, with many expressing that the activities are particularly fun and exciting, especially when played in teams. This suggests that the social interaction and group dynamics inherent in traditional games resonate with students’ natural desire for connection and shared enjoyment. For example, SAP1 and SBP2 emphasized how much they enjoy playing with friends, highlighting the excitement and energy that emerge in group settings. Additionally, the theme of active participation emerged as students reported becoming more involved as they grew familiar with the game rules and strategies. SAP4 and SBP5 noted a growing sense of contribution and involvement, indicating that understanding the gameplay fosters greater confidence and willingness to participate. Experience also played a key role in shaping engagement, as several students explained that their confidence and enjoyment increased with age. SAP5 and SCP5 specifically mentioned that as they grew older, their deeper understanding of the games enhanced their overall experience. These insights collectively suggest that age and experience significantly enhance students’ enjoyment and participation in traditional games, reinforcing the value of repeated exposure and consistent opportunities for engagement in fostering meaningful participation and social development.
Theme 2: Collaboration in Traditional Games
Interview Question: How do you feel about working with your classmates during traditional games influencing your collaboration with others?
The interview results reveal that collaboration in traditional games plays a significant role in enhancing students' abilities to work together, communicate effectively, and solve problems. Teamwork emerged as a dominant theme, with most students emphasizing the value of mutual support and shared responsibilities during gameplay. For example, SAP1 and SBP1 described how they relied on their teammates and performed better when tasks were planned and executed collectively, reinforcing the idea that cooperation is essential for team-based success. Communication also stood out as a key factor, as highlighted by SAP3 and SBP4, who shared that talking with teammates helped them stay coordinated and resolve misunderstandings. This underscores the role of communication in ensuring clarity and cohesion within groups. The theme of problem-solving surfaced through responses from SAP5 and SCP3, who noted that working collaboratively to find solutions made the games more engaging and manageable. Additionally, experience was shown to strengthen collaboration, with SAP2 and SCP5 expressing that as they became more familiar with the games, their ability to communicate and solve problems improved. These findings suggest that both communication and experience are vital in developing effective teamwork, ultimately enhancing collaborative skills through traditional games.
Discussion
The present study provides valuable insights into how engagement and collaboration manifest in elementary students during traditional games, contributing to the broader understanding of how these activities influence social and cognitive development. The findings of this study reveal that student engagement and collaboration are intricately linked to their overall experience with the games. In terms of engagement, the results align with previous research that emphasizes the positive role of physical activity in fostering student enthusiasm and participation 11,15. The students in this study demonstrated increased enjoyment and active involvement, particularly in group-based activities, which supports the work of Duncan 14, who argue that engagement in collaborative tasks promotes intrinsic motivation and active learning. However, this study expands upon prior research by highlighting how age and experience further enhance engagement. Older students, having become more familiar with the rules and expectations of the games, showed higher levels of engagement, suggesting that experience plays a crucial role in motivating students. This finding extends the work of Chanal et al. 19 on motivational development, as it indicates that increased knowledge and understanding enable students to engage more meaningfully in group activities.
When examining collaboration, the present study’s findings underscore the importance of communication, teamwork, and problem-solving, which are essential elements in fostering effective collaboration. Previous studies, such as those by Coppola et al. 21 and Bjørke 13, have emphasized that collaborative learning enhances students’ interpersonal skills and promotes group cohesion. In the context of traditional games, the students in this study exhibited an understanding of how communication and collaboration are essential for success which posits that learning is inherently a social process 14. The emphasis on collaboration within this study also supports research that argue that teamwork within game-based activities can foster a sense of community and mutual support among students 2,11. However, while these prior studies have explored collaboration in various educational contexts, the present study contributes to this discourse by specifically focusing on how traditional games serve as a platform for enhancing collaborative skills. In this regard, the study goes beyond traditional classroom activities by considering the role of physical, non-digital games in promoting cooperative learning, a facet that has often been overshadowed by digital tools in previous research 1,23.
Furthermore, the influence of experience on collaboration is a key finding that adds depth to the existing literature on collaborative learning. The students in this study reported that as they gained more experience, their collaboration became more effective, an outcome that supports the work that argue that collaboration improves over time as individuals learn to communicate more effectively and adjust to group dynamics 3. The results also highlight how older students were more adept at solving problems collaboratively, as they had developed strategies to manage conflicts and work together more efficiently. This finding corroborates previous research on the role of experience in developing collaborative problem-solving skills 13,14. However, the present study uniquely positions experience as a critical factor that not only affects collaboration but also enhances engagement, thereby suggesting a dynamic interplay between these two factors.
One significant contribution of the present study is the integration of traditional games as a method to promote collaboration. While much of the existing literature on collaboration focuses on structured academic settings or digital game-based learning 6, this study underscores the value of incorporating physical, non-digital games into educational practices. This adds a novel dimension to the discussion of collaboration, especially in contexts where digital tools are less accessible or preferred. The study’s findings challenge the prevailing emphasis on technology-driven collaboration by suggesting that traditional, low-tech activities can equally support the development of teamwork and communication skills. This aligns with the work that argue that traditional play fosters social interaction and cooperative behaviors in young learners, but it also fills a gap in the research by providing empirical evidence of how such activities can be systematically integrated into the learning process 4,11.
Despite these significant contributions, the present study also acknowledges certain limitations that previous studies have highlighted but not fully addressed. For instance, while the study emphasizes the role of experience in enhancing both engagement and collaboration, it does not delve deeply into the individual differences among students, such as personality traits or prior experiences with teamwork, which might further explain variations in collaboration and engagement 3,6. Future research should further explore the complex interplay of experience, engagement, and collaboration to deepen our understanding of student interaction. While this study highlights the value of traditional games, future comparisons with structured, curriculum-based tasks could clarify the distinct benefits of informal play. By focusing on non-digital contexts, continued investigation can broaden the relevance of these findings and enhance collaborative learning across various educational environments.
Conclusion
The present study offers valuable insights into the engagement and collaboration of elementary students during traditional games, revealing both positive and negative aspects that shape their experiences. On the positive side, students demonstrated high levels of engagement, particularly in collaborative settings, with active participation, enjoyment, and improved problem-solving skills observed as they became more familiar with the rules and dynamics of the games. This supports the idea that experience plays a significant role in fostering deeper engagement and more effective collaboration. However, some challenges emerged, particularly in terms of communication barriers and the need for greater coordination among students, especially for younger participants with limited exposure to structured team activities. These findings align with previous research on the importance of experience in facilitating smoother collaboration, but also highlight the difficulties faced by less experienced students in navigating complex group interactions. The implications of these findings suggest that traditional games can serve as effective tools for enhancing social and cognitive development, providing a non-digital, inclusive platform for fostering teamwork and communication skills. However, the study also points to the need for structured guidance to help students overcome initial challenges in collaborative settings. A notable limitation of the study is its focus on a relatively homogeneous sample of elementary students, which may not fully capture the diversity of experiences across different age groups or educational contexts. Future research should explore how individual differences, such as personality traits and prior experiences, influence student engagement and collaboration in traditional games. Additionally, further studies could compare traditional game-based collaboration with other forms of collaborative learning to provide a more comprehensive understanding of its effectiveness. Overall, the study underscores the importance of incorporating informal, play-based activities in educational settings, offering a foundation for future exploration of their impact on collaborative learning.
Data Availability Statement:
The data supporting the findings of this study are available within the article.
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Editor:
Carlos Herold Junior
