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Games are an effective and cost-saving method in education and training. Although much is known about games and learning in general, little is known about what components of these games (i.e., game attributes) influence learning outcomes. The purpose of this article is threefold. First, we review the literature to understand the "state of play" in the literature in regards to learning outcomes and game attributes-what is being studied. Second, we seek out what specific game attributes have an impact on learning outcomes. Finally, where gaps in the research exist, we develop a number of theoretically based proposals to guide further research in this area. (2007) estimates that organizations spend over $129 billion on learning and development. Within companies designated as American Society for Training and Development leaders in training and employee development, nearly 40% of training is technology based, including online learning, simulation-based training, and games. While high fidelity simulations have been the primary tool for decades (especially in aviation and the military), computer-based and console-based games (e.g., Xbox, Playstation) have become the focus of recent research and training because they offer an easily accessible, T he American Society for Training and Development

The serious games community is moving toward research focusing on direct comparisons between learning outcomes of serious games and those of more traditional training methods. Such comparisons are difficult, however, due to the lack of a consistent taxonomy of game attributes for serious games. Without a clear understanding of what truly constitutes a game, scientific inquiry will continue to reveal inconsistent findings, making it hard to provide practitioners with guidance as to the most important attribute(s) for desired training outcomes. This article presents a game attribute taxonomy derived from a comprehensive literature review and subsequent card sorts performed by subject matter experts (SMEs). The categories of serious game attributes that emerged represent the shared mental models of game SMEs and serve to provide a comprehensive collection of game attributes. In order to guide future serious games research, the existing literature base is organized around the framework of this taxonomy.

Teams are pervasive in today's world, and rightfully so as we need them. Drawing upon the existing extensive body of research surrounding the topic of teamwork, we delineate nine “critical considerations” that serve as a practical heuristic by which HR leaders can determine what is needed when they face situations involving teamwork. Our heuristic is not intended to be the definitive set of all considerations for teamwork, but instead consolidates key findings from a vast literature to provide an integrated understanding of the underpinnings of teamwork—specifically, what should be considered when selecting, developing, and maintaining teams. This heuristic is designed to help those in practice diagnose team‐based problems by providing a clear focus on relevant aspects of teamwork. To this end, we first define teamwork and its related elements. Second, we offer a high‐level conceptualization of and justification for the nine selected considerations underlying the heuristic, which is followed by a more in‐depth synthesis of related literature as well as empirically‐driven practical guidance. Third, we conclude with a discussion regarding how this heuristic may best be used from a practical standpoint, as well as offer areas for future research regarding both teamwork and its critical considerations. © 2014 Wiley Periodicals, Inc.

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Swift starting action teams (STATs) are increasingly prevalent in organizations, and the development of trust is often a critical issue for their effectiveness. However, current theory and research do not provide a clear picture regarding how trust toward the team (i.e., the team as the target) is developed in these settings. The primary contribution of this article is to present a theoretical framework describing how individual-level trust toward one's team is developed in STAT contexts. This article integrates several existing trust theories into one comprehensive context-specific multilevel theory of how trust develops in STATs from cognitive, affective, behavioral, and contextual perspectives. This framework furthers our understanding of the unique antecedents of initial trust in STATs, how trust attitudes are adjusted over the short amount of time the team interacts, and how the team context influences this developmental process.

The T-TPQ is a construct-valid instrument for measuring perceptions of teamwork. This has beneficial implications for patient safety and future research that studies medical teamwork.