An increasing number of studies support a mediating influence of personality on video-game preferences and player experiences, and in particular, traits associated with playfulness, such as extraversion. Educational institutions, however, tend to reward serious personality traits, such as conscientiousness. Aim.To discern how students respond to Game-Based Learning (GBL) in the classroom, and to understand if and how conscientiousness mediates GBL, we performed a field study at a leading university of technology in northeast China. Method. In May 2019, 60 bachelor and executive students in public-administration studies consecutively played two digital serious games, TEAMUP (multiplayer) and DEMOCRACY3 (single player). Data accrued through surveys with pregame measurements of personality (conscientiousness), mediating factors (motivation, player experience), learning effectiveness (cognitive and non-cognitive learning), and GBL acceptance. Results. Analysis showed a strong overall learning effect for both games. Conscientiousness significantly related to cognitive learning in both games and noncognitive learning in the multiplayer game only. Conscientiousness also significantly related to player experiences in the multiplayer game. Furthermore, the conscientiousness facet of perfectionism was a dominant factor in player experience and learning. We discuss the findings in light of several aspects around GBL that require more attention and research, especially that, alongside other factors, conscientiousness may be an important dimension to consider in the design and implementation of GBL in education, and GBL can have a positive role in the modernization of education in non-Western countries
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Game-based learning (GBL) and gamification can improve the learning experience of students by making learning more fun, interesting, and motivating. However, integrating games in practice is challenging for many teachers as it requires competences that not necessarily are part of their teaching repertoire. Game-based pedagogy (GBP) refers to the teaching methods and learning processes involved in learning with games. Research stresses the need for adequate professional development and teacher education on GBP. However, there is a lack of empirical knowledge on effective methods to prepare pre-service and in-service teachers for using game-based learning. The aim of our research is to gain insight into the design of effective GBP learning experiences for teachers. The guiding research question was: What design elements of a course on GBL impacted in-service teachers' GBP competences and teaching practice? We investigated this question in the context of a teacher education program in the Fall 2023. We conducted an empirical study in which a course on GBL was designed, implemented, and evaluated in practice. The participants were 16 in-service secondary teachers from different disciplines in secondary education, from which 13 agreed to participate in this study, and three course leaders. We investigated participants’ and course leaders’ experiences, participants’ competences in GBP, the impact on participants’ teaching practice and the way design elements contributed to it. The data consisted of participant reflections, transcripts from participants and course leaders’ interviews and answers to a questionnaire. The data was collected and analysed using quantitative and qualitative methods between January and April 2024. Results reveal that in-service teachers’ improved their competences on GBP and increased their use of GBL in practice. Qualitative data analysis provides insight into the course's design elements and on participants’ learning process. This study contributes to GBP-education by offering a possible design solution and framework for developing effective teacher education.
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Het gebruik van game-based learning (GBL) wordt erkend als een effectieve onderwijsmethode, maar veel docenten missen de pedagogische vaardigheden om het succesvol toe te passen.Studenten in de lerarenopleiding aan de Hogeschool van Amsterdam worden uitgedaagd om GBL te gebruiken, maar ze ervaren moeilijkheden bij de praktische toepassing ervan. In het kader van een Comenius Teaching Fellows beurs hebben we een cursus over Game Based Pedagogy (GBP) ontwikkeld in verschillende iteraties.In [deze] poster presenteren we de ontwerpaanpak en de resultaten van de tweede ontwerpcycle (Figuur 1): ontwerpprincipen en inhoudelijke thema’s.
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Game-based learning (GBL) is an interactive form of training in which instructional elements are combined with motivational elements within one GBL-environment. Under the right circumstances, GBL can contribute to both learning and motivation. It is, however, unclear which elements in the design of GBL-environments can encourage effective and efficient learning. Metacognition is cognition about cognition: knowing about one’s own knowledge and applying that knowledge in practice. While research has found that learners can benefit from metacognitive support within learning environments, it is unclear how to encourage metacognition in GBL-environments to improve learning effectively and efficiently. In this paper, we present a qualitative review of metacognition within GBL. We discuss the objectives, interventions, and effects reported in studies that address metacognition in GBL-environments. The aim of this review is to inform educational designers, researchers, and other professionals who want to address metacognition in GBL, and the review concludes with concrete implications for design and research. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
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This study furthers game-based learning for circular business model innovation (CBMI), the complex, dynamic process of designing business models according to the circular economy principles. The study explores how game-play in an educational setting affects learning progress on the level of business model elements and from the perspective of six learning categories. We experimented with two student groups using our game education package Re-Organise. All students first studied a reader and a game role description and then filled out a circular business model canvas and a learning reflection. The first group, i.e., the game group, updated the canvas and the reflection in an interactive tutorial after gameplay. The control group submitted their updated canvas and reflection directly after the interactive tutorial without playing the game. The results were analyzed using text-mining and qualitative methods such as word co-occurrence and sentiment polarity. The game group created richer business models (using more waste processing technologies) and reflections with stronger sentiments toward the learning experience. Our detailed study results (i.e., per business model element and learning category) enhance understanding of game-based learning for circular business model innovation while providing directions for improving serious games and accompanying educational packages.
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Using game-based learning (GBL) has a proven potential to be an effective didactical method but it is not easy to implement in practice. Teachers find e.g. difficult to match a particular game dynamics and the curricular goals or to connect with the pedagogical models of particular games.In order to support student-teachers to develop pedagogical knowledge and skills to effectively apply this method we are developing a course about Game Based Pedagogy (GBP) for the teacher education program. This project is a Teaching Fellows Comenius (see (https://www.nro.nl/en/onderzoeksprogrammas/comeniusprogramma/toegekende-projecten).The development and implementation of the course follows a co-creation process in an interdisciplinary team involving high-school teachers, teacher educators and the Smart Education lab for Applied AI.In this workshop we present our first prototype of the course and invite the participants, through hands-on activities to explore some of the games, materials and examples that we developed. This workshop is intended for high school teachers, teacher educators and anyone who is interested in integrating Game-Based Pedagogy into practice.
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Introduction: Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning. Methods: A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors. Results: Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient’s problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated. Conclusion: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.
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The European Commission aims for a full circular economy (CE), an economy that aims to reuse all resources in 2050. CE is a promising way to increase welfare and wellbeing while decreasing environmental footprints. Industrial symbiosis, in which companies exchange residuals for resource efficiency, is essential to the circular transition. However, many companies are hesitant to implement business models for industrial symbiosis because of the various roles, stakes, opinions, and resulting uncertainties for business continuity.This dissertation supports researchers, professionals, and students in understanding and shaping circular business models for industrial symbiosis networks through collaborative modelling and simulation methods. Three theoretical perspectives, design science research, complex adaptive socio-technical systems, and circular business model innovation, shed light on designing business models for industrial symbiosis. A serious game and agent-based models were developed in multiple case studies with researchers, practitioners, and students. These were then used to design circular business models and explore their efficacy under uncertain conditions, such as various behavioural intentions of potential partners in diverse natural and societal contexts.This thesis advances business model design and experimentation by integrated simulation of social and technical aspects of industrial symbiosis. Furthermore, the research shows how simulations facilitate learning processes in designing circular business models. Ultimately, the thesis equips researchers, practitioners, and students with knowledge, tools, and methods to shape a circular economy.
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Educational escape rooms (EERs) are increasingly used in education as learning innovations for non-digital and game-based learning (GBL) since EERs positively influence student motivation. They are common in educational fields where skills developments are vital such as STEM subjects and healthcare. However, EERs are marginally implemented in entrepreneurship education (EE) because there is a lack of evaluated design elements to guide the creation of EER in this context, which hampers their wider adoption. Therefore, in this study, we evaluated design elements for EERs in EE. We are particularly concerned with experiential EE since EERs are well suited for experiential learning. We used a research-through-design approach and created an EER based on 11 design elements derived from the literature on social cognitive theory, entrepreneurship competence, and gamification. We created and evaluated the EER in two cycles with two diverse groups of students at a university of applied sciences in the Netherlands. We contribute to the literature and practice of experiential EE by presenting evaluated design elements for EERs. We show which design elements work well and which do not. We also present a comprehensively designed EER that educational professionals can implement in their experiential EE programs.
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The 6th International Human Rights Education Conference is about teaching human rights. The purpose of this convention is to protect and promote the right of people with disabilities to participate equally in societal life. Implementation of the convention is a responsibility of the national government. At the Utrecht University of Applied Sciences a social work course now includes an introductory lecture on human rights using objects and a game that addresses the UN Convention on the Rights of Persons with Disabilities.
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