Abstract
                                                                        Efficacy of games aslearning medium is of interest to researchers and the gaming industry. A critical  metric for learning is knowledge retention and very few studies have conducted in-depth comparisons  of: a) game versus no-game learning, b) collaborative versus individual learning. Towards this, the  study reported in this article will present the findings from an experiment using Asia and world  maps, cut into pieces as in a jigsaw puzzle. The participants were primary school children who  were randomly assigned to the puzzle and no-puzzle group. To understand the role of collaborative  interactions in learning, each group was further divided into two subgroups. Each subgroup either  solved the puzzle or studied the full map (no-puzzle) individually or collaboratively. Three post-tests  were conducted over a period of 10 days. The mean scores and Mann Whitney test shows: a) In the  no-puzzle condition, no difference in the average scores of the individual and collaborative groups  for both maps was observed, b) In the puzzle condition, the collaborative group score was slightly  more than that of the individual group for Asia map, while the difference was significant for the  continent map, and c) Puzzle and no-puzzle individual group scores were comparative for Asia map  but the continent map groups showed a major difference. The findings are mixed with collaborative  puzzle solving showing higher retention while puzzle solving does not show significant effect on  learning and retention.