Projects per year
Abstract
Previous research has shown that games need debriefing to cater for learning, although the research is rather inconclusive towards characteristics of effective debriefing. Teacher-debriefing is relatively costly and due to time constraints reasonably limited for individual debriefs. Self-debriefing is cheap and can be done independently. This study examined with a pre-test post-test design whether self-debriefing can induce similar learning as teacher-debriefing.
This study investigated students’ communication performance in four in-classroom usage-scenarios of a single-user game SMI (Space Modules Incorporated) for IT service-desk communication skills (n = 172). Three usage-scenarios used identical debriefing structure after the first game-session, but differed in debriefing format (Teacher-debriefing Learner-specific, Teacher-debriefing Class-specific, Self-debriefing Structured Note-taking). The fourth usage-scenario contained a generic assignment for self-reflection after the first game-session with note-taking (Self-debriefing Unstructured Note-taking). All usage-scenarios requested similar time investment for students in vocational education and the same debriefing-duration. Each usage-scenario contained the same two game-sessions with specific debriefing in-between. All usage-scenarios embedded easy to use debriefing formats, although both self-debriefing formats are cheaper to use than the teacher-debriefing formats. SMI supported in-game measurement of learning progress data, being used for debriefing and for measuring communication performance in both game-sessions (i.e., pre- & post-measurement).
A mixed between-within subjects ANOVA showed a significant learning effect for all usage-scenarios, but no significant differences between the debriefing-formats. Less labour-intensive and more flexible exploitation of games via self-debriefing seem plausible as no differences between self-debriefing and teacher-debriefing were found. These findings align with previous research that also did not show any differences between self-debriefing and expert-debriefing. Self-reports revealed moderate motivation within all usage-scenario’s and moderate studyability of all usage-scenarios. This hints at opportunities for improving the usage-scenario’s (game and debriefing). Suggestions for further debriefing-research are given.
Original language | English |
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Title of host publication | Proceedings of 12th European Conference on Game-Based Learning |
Editors | Dr. Melanie Ciussi |
Place of Publication | Sophia Antipolis, France |
Pages | 469-478 |
Publication status | Published - 2018 |
Event | 12th European Conference on Game-Based Learning: ECGBL 2018 - Sophia Antipolis, France Duration: 4 Oct 2018 → 5 Oct 2018 |
Conference
Conference | 12th European Conference on Game-Based Learning |
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Country/Territory | France |
City | Sophia Antipolis |
Period | 4/10/18 → 5/10/18 |
Keywords
- debriefing
- self-debriefing
- teacher-debriefing
- serious games
- Communication skills
- technology-enhanced assessment
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Dive into the research topics of 'Self-debriefing or teacher-debriefing on a game for learning IT communication skills?'. Together they form a unique fingerprint.Projects
- 1 Finished
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Rage: Realising an Applied Gaming Eco-system
Westera, W., Georgiadis, K., Saveski, G., van Lankveld, G., Bahreini, K., van der Vegt, W., Berkhout, J., Nyamsuren, E., Kluijfhout, E. & Nadolski, R.
1/02/15 → 31/07/19
Project: Research
Activities
- 1 Talk or presentation (not at a conference)
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Self-debriefing or Teacher-debriefing on a Game for Learning IT Communication Skills?
Rob Nadolski (Speaker)
5 Oct 2018Activity: Talk or presentation types › Talk or presentation (not at a conference) › Academic