DescriptionThe optimal structure in collaboration scripts for serious games has appeared to be a key success factor. Inthis study we compare a ‘high- structured’ and ‘low-structured’ version of a mastership game whereteachers-in-training discuss solutions on classroom dilemmas. We collected data on the differences inlearning effects and student appreciation. The most interesting result shows that reports delivered bystudents that played the low-structured version received significantly higher teacher grades when comparedto the high-structured version.
Short paper presentation
|Event title||9th European Conference on Technology Enhanced Learning: Open Learning and Teaching in Educational Communities|
|Degree of Recognition||International|
Documents & Links
Validation of game scenarios for the assessment of professional competence: Development of a serious game for system managers in training
Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review