The aim of this communication is to extend the SIDE Model (Social Identity model of Deindividuation Effects) to a team game-based learning environment. This model is rooted into the social identity theoretical framework. According to SIDE, people in an anonymous state while their social identity is rendered salient by an intergroup comparison, identify more with their group, leading to a higher motivation to put their group in a positive light. Nevertheless, few studies have examined how the variables involved in that model affected performance in online learning environments. In order to study how this model may be applied to such environments, an online system was developed to help students acquiring basic computing knowledge from quizzes. The system offered the possibility to deliver intergroup comparison feedback in real-time to increase the salience of group identity either in anonymity or individuation conditions. Results showed that when group identity was salient, performance was higher for anonymous students rather than individuated ones, but only for those who had low prior knowledge of computing skills. A similar benefit of anonymity was observed when group identity was not salient among students with high prior knowledge. These findings may have implications on the development of online learning environments where social gaming can be used to boost learning motivation and performance with social and psychological theoretical models such as SIDE