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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/2317

Title: Scripted collaboration in serious gaming for complex learning: Effects of multiple perspectives when acquiring water management skills
Authors: Hummel, Hans
Van Houcke, Jasper
Nadolski, Rob
Van der Hiele, Tony
Kurvers, Hub
Löhr, Ansje
Keywords: serious games
scripted collaboration
learning scenarios
complex problems
Issue Date: 1-Feb-2010
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.
Description: Hummel, H. G. K., Van Houcke, J., Nadolski, R. J., Van der Hiele, T., Kurvers, H., & Löhr, A. (2011). Scripted collaboration in gaming for complex learning: Effects of multiple perspectives when acquiring water management skills. British Journal of Educational Technology, 42(6), 1029-1041. doi:10.1111/j.1467-8535.2010.01122.x
URI: http://hdl.handle.net/1820/2317
Appears in Collections:1. LMedia: Publications and Preprints

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