Abstract
This study looks at what a four-week game plan does to drive & group work in college kids in a web class for English (N = 38). We used scores to see how much kids want to join, like, & try in the class. Kids took the score test before & after the game plan. We got info from the class web site to see how well kids worked in groups. We also talked to six kids & gave them a quiz with open word space. The study saw big jumps in what kids said they felt & how they took part in group work. Tests gave large numbers (Cohen’s d > 0.8) for all three tests for drive. Group work scores (tasks done, chat, & team work) got much better too. Talks with kids showed why games helped: set goals, see how far they went, & feel that group work counts.