Collaborative learning of computer applications in the contexts of work, learning, and play

The similarities among three independent studies, conducted by the authors, of informal learning in computer-supported collaboration in three different contexts are presented: (1) university undergraduates playing multiplayer videogames; (2) elementary school children playing "edutainment games" on a classroom computer during free choice time; and (3) adult computer users offering informal help-giving in a variety of workplace scenarios. These studies indicate that users often interacted in unexpected ways. Additionally, collaboration was both enabled and constrained by the participants\´ task and social goals. Issues such as the blurred distinction between play, work, and learning and design implications are discussed.