Scripted collaboration in serious gaming for complex learning: Effects of multiple perspectives when acquiring water management skills

Hans Hummel, Rob Nadolski, Hub Kurvers, Ansje Löhr, Jasper Van Houcke, Tony Van der Hiele

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    This article 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 article 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.
    Original languageEnglish
    Pages (from-to)1029-1041
    Number of pages13
    JournalBritish Journal of Educational Technology
    Volume42
    Issue number6
    DOIs
    Publication statusPublished - 23 Sep 2010

    Keywords

    • serious games
    • scripted collaboration
    • learning scenarios
    • complex problems

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