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Scripted collaboration in serious gaming for complex learning: Effects of multiple perspectives when acquiring water management skills
Author(s) -
Hummel Hans G. K.,
van Houcke Jasper,
Nadolski Rob J.,
van der Hiele Tony,
Kurvers Hub,
Löhr Ansje
Publication year - 2011
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2010.01122.x
Subject(s) - perspective (graphical) , quality (philosophy) , educational technology , knowledge management , corporate governance , psychology , domain (mathematical analysis) , virtual learning environment , computer science , pedagogy , business , mathematical analysis , philosophy , mathematics , epistemology , finance , artificial intelligence
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.