Game Mechanics in the Design of a Collaborative 3D Serious Game

Oksanen, Kimmo; Hämäläinen, Raija

doi:10.1177/1046878114530799

Cited by 27 publications

(20 citation statements)

References 45 publications

(95 reference statements)

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“…There is a growing number of studies on scripted collaboration as part of game mechanics (Hämäläinen, Niilo-Rämä, Lainema, & Oksanen, 2018;Nebel et al, 2017;Oksanen & Hämäläinen, 2014). These studies are based on the idea that collaborative games do not automatically lead to successful collaboration (Zagal, Rick, & Hsi, 2006).…”

Section: Practitioner Notesmentioning

confidence: 99%

Effects of scripting on dialogues, motivation and learning outcomes in serious games

Meij

Veldkamp²,

Leemkuil

2019

Brit J Educational Tech

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Research on serious games shows that complementary design measures are often needed to increase effectiveness. The present study investigated the role of scripted collaboration. In such a collaboration, players are assigned roles or given specific tasks to stimulate them to communicate more about essential game aspects (eg, arguing why a move should be made versus merely suggesting a move), and thereby raise learning. A risk of scripted collaboration is that it can constrain communication so much that motivation drops. An experiment with eighth‐grade students is reported in which a scripted and non‐scripted condition were compared for their effects on the level of dialogic acts, motivation and learning outcomes. In the scripted condition, players were assigned opposing roles in a game that revolved around making smart choices by considering each perspective. The findings supported the prediction that scripting would raise the level of the dialogues. Scripting led to significantly more dialogic acts about deeper level game features. In addition, players in the scripted condition achieved a significantly higher mean score on a knowledge posttest. An exploratory analysis showed that higher level dialogic acts correlated with higher posttest scores. Motivation was the same in both conditions. What is already known about this topic Without complementary support, serious games may yield low learning effects. Collaborative game‐play helps raise the effectiveness only moderately. What this paper adds The effectiveness of learning from a serious game was investigated for a conflict script that stimulated players to adopt opposing roles. The conflict script did not affect the amount of talking. Gaming‐the‐game expressions predominantly coincided with relevant observations about game content. Scripted collaboration increased the level of the dialogic acts, and raised learning. Higher levels of dialogic acts were also positively related with higher learning outcomes. Implications for practice and/or policy Collaboration scripts can contribute substantially to game‐based learning. They have the advantage that they can be constructed by educators. The design of a collaboration script requires careful balancing the need to stimulate certain kinds of game communications and avoiding imposing too much constraints on these communications.

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Section: Practitioner Notesmentioning

confidence: 99%

Effects of scripting on dialogues, motivation and learning outcomes in serious games

Meij

Veldkamp²,

Leemkuil

2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Serious games were typically based on authentic worklife situations and applied to learn holistic work processes, such as organizing an event (e.g. (Hämäläinen & Oksanen, 2012a;Oksanen & Hämäläinen, 2014), practicing electrical installation process of a house (Hämäläinen, 2011), solving tasks in the area of work safety (Hämäläinen, Oksanen, & Häkkinen, 2008), or demonstrating the design process of surface treatment (Hämäläinen, 2008). Other technologies were tangibles (4 studies; 15%) and blogs/wikis (3 studies; 12%).…”

Section: Resultsmentioning

confidence: 99%

The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review

Schwendimann

Wever

Hämäläinen

et al. 2018

IJRVET

Self Cite

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Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies were analyzed with respect to their demographics, research methodology, use of technology, and measured outcomes. This review illuminates that research on CSCL still leaves the vocational learning context as an under-represented field of study. At the same time, technologies offer a range of new types of learning possibilities for vocational education. As the direct result of that development, vocational education is increasingly taking place in new technology-enhanced learning settings. Education can benefit from the opportunities of CSCL technologies, but on the other hand, such technologies create new challenges for facilitating vocational learning. Therefore, this review also identifies three topic areas specific to vocational learning (collaborative writing-to-learn, simulations and game-like solutions, and tangible objects) and enumerates desirable lines for future research.

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“…At times, cooperative learning is considered as the more structured approach where "the structure is imposed by the teacher" and "is designed to achieve a specific goal or end-product" [13] (p. 71). During our literature research we found that a number of researchers [14,15] take inspiration in Johnson & Johnson's work on cooperative learning [5,6] to develop educational collaborative game scenarios. The latter are defined as games where "all the participants work together as a team, sharing the pay-offs and outcomes; if the team wins or loses, everyone wins or loses" [16] (p. 25).…”

Section: Cooperative Learningmentioning

confidence: 99%

Developing an Interactive Tabletop Mediated Activity to Induce Collaboration by Implementing Design Considerations Based on Cooperative Learning Principles

Sunnen

Arend

Heuser

et al. 2020

Communications in Computer and Information Science

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Constructive collaboration can be a difficult matter. For this reason, we are implementing and studying an interactive-tabletop-mediated activity that aims at inducing collaboration among participants. The resulting activity 'Orbitia' is designed as a serious game. Participants are asked to act as a spacemining crew, which has to collect minerals with a rover and rely on a cameradrone for reconnaissance, while keeping the rover out of harm and managing limited resources. In this paper we provide an account of how we designed Orbitia's pedagogical structuring by relying on the Johnsons' cooperative learning approach whose fundamental concept is "positive interdependence". More particularly, we show how we worked on resource, role and task interdependence to design three collaboration-inducing 'flagship' devices: the roversteering-device (RSD), the item-locating-device (ILD) and the responsibilityactivating-device (RAD).

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Game Mechanics in the Design of a Collaborative 3D Serious Game

Cited by 27 publications

References 45 publications

Effects of scripting on dialogues, motivation and learning outcomes in serious games

Effects of scripting on dialogues, motivation and learning outcomes in serious games

The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review

Developing an Interactive Tabletop Mediated Activity to Induce Collaboration by Implementing Design Considerations Based on Cooperative Learning Principles

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