The Active Instructor: Benefits and Barriers to Instructor-Led Serious Gaming

Taylor, Anna-Sofia Alklind

doi:10.1109/vs-games.2015.7295787

Cited by 9 publications

(8 citation statements)

References 49 publications

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“…Patients required support to interpret and use feedback from the technology about their performance and dose of practice, to learn the functions of the technology device, and solve technical problems. This type of support has been reported in previous studies 17–19 and raises questions about the resources required and feasibility of providing the ‘just right’ level and type of support for some patients. The level of support required may outweigh potential benefits, and may not increase the dose of exercise completed by patients in an affordable way, as previously hypothesized.…”

Section: Discussionmentioning

confidence: 59%

Patient and therapist experiences of using affordable feedback-based technology in rehabilitation: a qualitative study nested in a randomized controlled trial

et al. 2018

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Section: Discussionmentioning

confidence: 59%

Patient and therapist experiences of using affordable feedback-based technology in rehabilitation: a qualitative study nested in a randomized controlled trial

et al. 2018

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“…The presence of a moderator has been reported to be another key feature of successful games as the guidance provided throughout the process helped the audience to relate better to the environmental message delivered by the serious games (Taylor, 2014). Additionally, the debriefing at the end plays an important role.…”

Section: Features Of Successful Gamesmentioning

confidence: 99%

Serious games for environmental education

Tan

Nurul‐Asna

2023

Integrative Conservation

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Serious games are increasingly popular in multiple fields, including education and environmental engagement. We conducted a systematic review to examine the reasons for this increasing popularity, the features of successful serious games and the current trend of serious games application in environmental education. Our systematic search revealed 56 records of papers (from years 2009 to 2023) on the use of serious games for environmental education. Thirty-five were published in the recent 5 years reflecting a growing interest in this area. The games were aimed at imparting knowledge (N = 28), changing attitude (N = 28) and changing behaviour (N = 19). Reasons for the increased application of serious games include the raising awareness on serious games and growing investment in serious games development and research, as well as better technological access through mobile devices. Successful serious games exhibit the following features: an immersive experience, meaningful engagement, a learn-by-doing involvement, simulation of real-world environmental problems, autonomy in game decisions and the presence of a guiding host. This review also revealed two categories of digital serious games: computer games (N = 14) and mobile apps (N = 11), and three categories of physical games: board games (N = 6), card game (N = 1) and role-playing games (N = 2). The gaps include (1) the lack of in-game experience data that limits our understanding of the impacts of commercial games, (2) variation in game experience and conservation experience among participants and how this translates to the impacts of serious games, and (3) lack of understanding of how the effects of serious games with high complexities on adults learning. Serious games are increasingly being digitised and moving towards location-based games, alternate reality, augmented reality and virtual reality. These games can facilitate interaction between learners and the natural environment, and in turn strengthen environmental awareness and appreciation.

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“…Basically, learning success is influenced by the setting and the didactic design of learning content (Flood et al, 2018). Since games require the participants to play fictitious roles and to actively deal with fictitious events, the acceptance of a game and the experienced emotions play a relevant role for the learning success (Alklind Taylor, 2014). To experience emotions and to really get the positive effect (see Sousa and Rocha, 2019) of GBL or games, participants, e.g., managers, have to get involved in the playful context outside their serious everyday business environment.…”

Section: Introductionmentioning

confidence: 99%

Adapting to climate change through play? Didactically effective elements of a business simulation game

Fischer,

Göhlich,

Schmitt

2024

Front. Educ.

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IntroductionThe negative consequences of climate change are widespread and have a global impact. An industrialized region of Germany must adapt to the effects of climate change and comply with political regulations. Previous studies indicate that economic actors who are not directly affected by climate change approach climate change mitigation and adaptation primarily based on legal requirements and often feel discouraged by the absence of data-based reports. Addressing this challenge, game-based learning emerges as a promising pathway.MethodsTo examine game-based learning’s applicability and potential for climate adaptation, we developed a business simulation game, simultaneously identifying didactically effective elements for managers who would participate in it. Using expert interviews and focus groups, we conducted a qualitative study with three HR developers from larger companies and nine managers and founders of startups to develop a business simulation game on climate adaptation. Based on the Grounded Theory methodology, theoretical coding was used to analyze the qualitative data.ResultsThe derived core categories indicate that personnel development in companies is evolving in response to economic changes. Individual resources such as motivation (especially for managers), personnel and time play a crucial role in establishing a business game as an educational offering. The identified game elements can also be used theoretically and practically in the development of other educational games.DiscussionWe discussed common human resource development measures in companies and compared them with more innovative approaches such as a simulation game. The study underscores the importance of innovative approaches, such as game-based learning, in fostering climate adaptation efforts among economic actors. By integrating theoretical insights with practical applications, our findings provide valuable guidance for the development of educational games aimed at addressing complex challenges like climate change. Further research and implementation of such approaches are essential for promoting proactive climate adaptation strategies within industrialized regions and beyond.

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The Active Instructor: Benefits and Barriers to Instructor-Led Serious Gaming

Cited by 9 publications

References 49 publications

Patient and therapist experiences of using affordable feedback-based technology in rehabilitation: a qualitative study nested in a randomized controlled trial

Patient and therapist experiences of using affordable feedback-based technology in rehabilitation: a qualitative study nested in a randomized controlled trial

Serious games for environmental education

Adapting to climate change through play? Didactically effective elements of a business simulation game

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