Paper Info
Title
Scripted collaboration in serious gaming for complex learning: Effects of multiple perspectives when acquiring water management skills
Abstract
This paper examines how learning outcomes from playing serious games can be enhanced by including scripted collaboration in the game play. We compared the quality of advisory reports, that students in the domain of water management had to draw up for an authentic case problem, both before and after collaborating on the problem with ( virtual) peer students. Peers studied the case from either an ecological or governance perspective, and during collaboration both perspectives had to be confronted and reflected upon. This paper argues why such type of workplace-based learning scenarios are important for professional development, describes how serious gaming scenarios can be designed to support such complex learning, and reports data on student satisfaction and learning effects of including scripted collaboration. Preliminary results from a pilot study with 12 students show that including scripted collaboration significantly enhances the quality of learning outcomes.
Year
DOI
Venue
2011
10.1111/j.1467-8535.2010.01122.x
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
Field
DocType
Volume
Educational technology,Computer-Assisted Instruction,Workplace learning,Learning effect,Skills management,Computer science,Knowledge management,Pedagogy,Cooperative learning,Environmental education,Complex problems
Journal
42.0
Issue
ISSN
Citations 
6.0
0007-1013
14
PageRank 
References 
Authors
1.06
7
6
Name
Order
Citations
PageRank
Hans Hummel145836.21
Jasper van Houcke2141.06
Rob Nadolski324522.09
Tony van der Hiele4141.06
Hub Kurvers5635.60
Ansje Löhr6141.06