Can massively multiplayer online gaming environments support team training?

O'Connor, Debra; Menaker, Ellen S.

doi:10.1002/piq.20029

Cited by 20 publications

(6 citation statements)

References 36 publications

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“…The new generation of learners wants to experience education in several different learning environments (Colling et al, 2022;Pfost & Artelt, 2018;Schaltz & Klapproth, 2014). Moreover, when it is considered that every individual has a different learning style, gamebased learning environments and tools offer them an entertaining and motivating learning environment (O'Connor & Menaker, 2008). For this reason, educational institutions that train teachers should increase such use of these technologies, and the pre-service teachers should be allowed to get used to these tools, and learning experience should be provided in these environments (Bingimlas, 2009;Elmas & Geban, 2012).…”

Section: Introductionmentioning

confidence: 99%

Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools

Turan

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KARABEY

2022

Participatory Educational Research

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This study aimed to investigate the pre-service teachers' behavioural intentions about using gamification tools and the critical factors affecting their usage. The data were collected from 313 pre-service teachers from two large-scale universities in Turkey through a questionnaire with seven constructs: perceived ease of use, usefulness, self-efficacy, enjoyment, computer anxiety, attitude, and behavioural intention. Firstly, students were trained on the gamification method and Web 2.0 gamification tools (Kahoot!, Classdojo, and Jeopardylabs), then data were collected through a questionnaire. This study used the Technology Acceptance Model as a research framework. The data were analyzed by Structural Equation Modeling. The results showed that perceived selfefficacy and attitude factors had significant direct effects on pre-service teachers' behavioural intentions to use gamification tools. Furthermore, the perceived enjoyment and usefulness factors significantly affected preservice teachers' attitudes towards using gamification tools. Additionally, the perceived self-efficacy and attitude factors had significant direct effects on perceived enjoyment to use gamification tools. Moreover, indirect effects on the dependent variables were revealed. Eventually, six constructs accounted for 75% of the variance for intention to use gamification tools. As a result, the research model appeared to have a good fit. Based on the findings within the scope of this study, various suggestions for researchers and practitioners were presented.

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Section: Introductionmentioning

confidence: 99%

Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools

Turan

Küçük

KARABEY

2022

Participatory Educational Research

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“…With the advent of massively multiplayer online (MMO) games in the leisure games market, the learning industry has started to investigate how to employ this technology for serious games. Massively multiplayer online games can be a viable learning tool (O'Connor & Menaker, 2008), as they can provide multiple participants with consistent training in a flexible environment, generate scenarios specific to the learning objectives and mechanics for reflection and hence allow for specific knowledge and skills to be taught, enriched or reviewed.…”

Section: Making Use Of Collaborative Pedagogymentioning

confidence: 99%

Serious Games for First Responders

Redhead

Davey

2019

Serious Games for Enhancing Law Enforcement Agencies

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Tasks of first responders are complex and fast moving. Hence, first responder personnel must receive adequate training to execute their work in the often very challenging situations they face. For firefighters, tasks may range from community service tasks such as educating the public about fire safety procedures to more traditional experiences such as fire and rescue; paramedics may have to triage victims of traffic accidents or respond to biohazards. That said, even the experiences thought of as 'traditional' for these roles are becoming more complex; for instance, due to a closer integration of services, more intense scrutiny by the public and changing technologies. The training provided while the first responder is a student and any additional training alongside their job have to ensure that they are ready for these experiences physically, mentally and academically (for example, ensuring sufficient grounding in laws, regulations, relevant theories, etc.) in order to respond successfully and flexibly across situations (Smeby, 2005). The training first responders receive has changed considerably over the years, from the way that training is carried out to the type of content that

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“…A range of benefits deriving from collaboration within a game environment has been evidenced in the research literature, including increased game enjoyment (Nardi and Harris 2006), increased sense of presence (von der Pütten et al 2012), support and improvement of social interactions (Silva et al 2014), improved communication, collaboration and teamwork skills (González-González et al 2014), improved team training (O'Connor andMenaker 2008), and improved sympathy and empathy toward patients (Octavia and Coninx 2014). Nasir et al (2015) found that playing a collaborative game resulted in increased interaction and participation in real-world collaborative tasks performed subsequently.…”

Section: Advantages and Challenges Of Collaborative Gamesmentioning

confidence: 99%

“…While games and gamification have long been seen as beneficial to education and training (Angelides and Paul 1993;Siemer and Angelides 1998;Malas and Hamtini 2016), collaborative games in particular have been shown to facilitate team training and thus have been designed as instructional games promoting team learning and transfer. Characteristics seen as promoting learning include: environment, reality, interactivity, role play, engagement, rules, persistence, efficiency, and fidelity (O'Connor and Menaker 2008). Consequently, many collaborative games have tended to be educational or serious in nature.…”

Section: Advantages and Challenges Of Collaborative Gamesmentioning

confidence: 99%

Reflective agents for personalisation in collaborative games

2018

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The collaborative aspect of games has been shown to potentially increase player performance and engagement over time. However, collaborating players need to perform well for the team as a whole to benefit and thus teams often end up performing no better than a strong player would have performed individually. Personalisation offers a means for improving overall performance and engagement, but in collaborative games, personalisation is seldom implemented, and when it is, it is overwhelmingly passive such that the player is not guided to goal states and the effectiveness of the personalisation is not evaluated and adapted accordingly. In this paper, we propose and apply the use of reflective agents to personalisation ('reflective personalisation') in collaborative gaming for individual players within collaborative teams via a combination of individual player and team profiling in order to improve player and thus team performance and engagement. The reflective agents self-evaluate, dynamically adapting their personalisation techniques to most effectively guide players towards specific goal states, match players and form teams. We incorporate this agent-based approach within a microservices architecture, which itself is a set of collaborating services, to facilitate a scalable and portable approach that enables both player and team profiles to persist across multiple games. An experiment involving 90 players over a two-month period was used to comparatively assess three versions of a collaborative game that implemented reflective, guided, and passive personalisation for individual players within teams. Our results suggest that the proposed reflective personalisation approach improves team player performance and engagement within collaborative games over guided or passive personalisation approaches, but that it is especially effective for improving engagement.

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Can massively multiplayer online gaming environments support team training?

Cited by 20 publications

References 36 publications

Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools

Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools

Serious Games for First Responders

Reflective agents for personalisation in collaborative games

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