Learning teamwork through a computer game: for the sake of performance or collaborative learning?

Riivari, Elina; Kivijärvi, Marke; Lämsä, Anna–Maija

doi:10.1007/s11423-021-10009-4

Cited by 19 publications

(7 citation statements)

References 49 publications

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“…The ENGAGE game as implemented in this study was observed to stimulate and maintain active participation among players throughout the gaming sessions. Increased active participation in the game experimental environment has also been reported in the literature (Jääskä and Aaltonen, 2022;Riivari et al, 2021;Speelman et 435 al., 2014b). Maintaining active participation among targeted stakeholders is key to promoting local solutions to complex catchment challenges (Lim et al, 2022;Stosch et al, 2022).…”

Section: Engagement Of Stakeholdersmentioning

confidence: 52%

Guiding community discussions on human-water-related challenges by serious gaming in the upper Ewaso Ng’iro river basin, Kenya

Wamucii,

van Oel,

Teuling

et al. 2023

Preprint

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Abstract. Water-related conflicts in river catchments occur due to both internal and external pressures that affect catchment water availability. Lack of shared understanding by catchment stakeholders increase the complexity of human-water issues at the river catchment scale. Among a range of participatory approaches, the development and use of serious games gained prominence as a tool to stimulate discussion and reflection among stakeholders about sustainable resource use and collective action. This study designed and implemented the ENGAGE game (Exploring New Gaming Approach to Guide and Enlighten), that mimics the dynamics observed during the dry season in the upper Ewaso Ng’iro catchment, North West of Mount Kenya. The purpose of this study was to explore the potential role of serious gaming in subsequent steps of strengthening stakeholder engagement (agenda setting, shared understanding, commitment to collective action, and means of implementation) toward addressing complex human-water-related challenges at the catchment scale. We assessed the type of decisions made during gameplay, the communication dynamics, active participation, and the implication of decisions made on water availability. The results of three game sessions show that the ENGAGE game raised awareness and provided a recognizable hydro-logic background to conflicts while guiding community discussions toward implementable decisions. The results revealed increasing active participation, knowledge gain, and use of plural pronouns, and decreasing individual interests and conflicts among game participants. This study presents important implications for creating a collective basis for water management and can inform human-water policies and modification of the process behind water allocation rules in a river catchment.

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Section: Engagement Of Stakeholdersmentioning

confidence: 52%

Guiding community discussions on human-water-related challenges by serious gaming in the upper Ewaso Ng’iro river basin, Kenya

Wamucii,

van Oel,

Teuling

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Also, it has been highlighted that the VS found usually recreate situations that although are important for the student to understand and know how to proceed, it is difficult or even dangerous to have access to them for several reasons such as the complexity or impossibility of that situation to happen in real life (Falconer, 2013;Hannans et al, 2021;Menzel et al, 2014;Smith et al, 2016), the high risk for the subjects (patients, populations, etc) or even the own students (Aebersold, 2018; Keys et al, 2021;Rim & Shin, 2022), the huge responsibility that will imply for the learners (Buil et al, 2018;Holthaus & Longhi, 2022;Keys et al, 2021;Legner et al, 2013;Riivari et al, 2021;Rim & Shin, 2022;Tiffany & Hoglund, 2014;Verkuyl et al, 2020), or the need of other professionals or patients to be present to work interprofessional skills, leadership, teamwork, etc. (Espitia et al, 2021;Falconer, 2013;Lanzieri et al, 2020;Riivari et al, 2021;Rose et al, 2020;Sanborn et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

An analysis of virtual simulations from the TPACK perspective

Baeza González,

Usart Rodríguez,

Marqués Molías

2023

Bordón

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INTRODUCTION. Virtual simulations (VS) have increased their presence in the higher education training actions during the last years and has been consolidated as a result of the COVID-19 pandemic as a powerful tool that allow us to overcome many of the limitations of the face to face simulation rooms, related to costs and replicability. However, there is a lack of studies about the use of theoretical models, such as the TPACK, for the analysis of VS. METHOD. In this article a systematic review of the literature is conducted with the main aim of analysing the characteristics of the VS used in higher education during the last decade (2012-2022) from the optic of the TPACK model. RESULTS. The main findings are the big use of VS in Health-related areas and especially in the American continent (Unite States and Canada); the screen-based and computer-based simulation played online as the most common technological features; and the Experiential learning, the Situated learning and the Problem-based learning as the most common theories for the pedagogical justification of VS in higher education. DISCUSSION. A series of relationships has been spotted among the technological, pedagogical and content features of the VS that help us to better understand this tool that has a growing use, especially in the health field. Conclusions show, on the one hand, the lack of articles that properly describe the use of VS according to the TPACK requirements and, on the other hand, the adequacy and viability of this model for the analysis and development of VS.

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“…Based on the study with the participants, it was revealed how important it is for colleagues to engage in in-depth planning of the content they intend to teach and the class activities. These activities should not only align but also be engaging since empirical evidence supports this claim (Syakur & Sabat, 2020;Riivari et al, 2021;Imleesh et al, 2023). This construct is unique because only lecturers indicated proper planning as one of the factors that could sustain the adoption of collaborative learning in the university.…”

Section: Theme 2: Proper Planning As a Conditionmentioning

confidence: 99%

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

Adebola

2024

IJER

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This study investigated how collaborative learning, as a teaching and learning approach, can be enhanced to promote pre-service teachers' participation in university classrooms in rural areas of South Africa. The study aimed to identify the conducive conditions that support collaborative learning, as well as the threats that may hinder the implementation of collaborative learning in rural classrooms. Asset-based community development served as the theoretical framework for this study. A transformative paradigm was adopted, employing a participatory research design to bring together individuals with relevant experiences and opinions. The study involved fifteen participants, including five lecturers with more than five years of experience, five third-year students, and five fourth-year students from a selected university. Data was collected through focused group discussions and interviews. Thematic analysis was used to analyse the data. The findings of the study revealed that connecting activities to assessment, proper planning, linking content to students' lives, and establishing a positive classroom culture were conducive conditions for collaborative learning. On the other hand, language barriers, unconducive classroom infrastructure, and lack of infrastructure were identified as factors that could hinder the implementation of collaborative learning in this study. The study recommends the creation of favourable conditions, such as aligning activities with assessments and effective planning, to promote collaborative learning among pre-service teachers in rural university classrooms in South Africa.

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Learning teamwork through a computer game: for the sake of performance or collaborative learning?

Cited by 19 publications

References 49 publications

Guiding community discussions on human-water-related challenges by serious gaming in the upper Ewaso Ng’iro river basin, Kenya

Guiding community discussions on human-water-related challenges by serious gaming in the upper Ewaso Ng’iro river basin, Kenya

An analysis of virtual simulations from the TPACK perspective

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

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