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Letting the students create and the teacher play: expanding the roles in serious gaming
Örebro universitet, Akademin för naturvetenskap och teknik.
University of Skövde, Skövde, Sweden.
2011 (engelsk)Inngår i: MindTrek'11: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, New York: ACM Special Interest Group on Computer Science Education, 2011, s. 63-70Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

Military organisations have a long history of using games for training. Over the years, they have developed training practices involving role-play, simulations, puckstering and gaming. Most researchers in serious games, i.e. games used for non-entertainment purposes, focus their studies on the learners. This licentiate thesis, instead, takes a closer look on the roles of instructors in game-based training situations, specifically at the Swedish Land Warfare Centre. Through a mix of theoretical and empirical studies, training practices were scrutinised, resulting in a framework for gamebased vocational training. A key element of this framework is the coaching by gaming perspective in which instructors give un-intrusive, formative feedback through role-play and gameplay. Another important aspect of the framework involves dynamic debriefing. These insights points to specific needs for system support for instructors involved in game-based training. They also emphasise the fact that serious gaming is a highly contextualised activity made up of more than the game and the players.

sted, utgiver, år, opplag, sider
New York: ACM Special Interest Group on Computer Science Education, 2011. s. 63-70
Emneord [en]
Coaching cycle, debriefing, game-based training, instructor roles, player roles, puckstering, serious games, serious gaming, system support
HSV kategori
Forskningsprogram
Informatik
Identifikatorer
URN: urn:nbn:se:oru:diva-20749DOI: 10.1145/2181037.2181049ISBN: 978-1-4503-0816-8 (tryckt)OAI: oai:DiVA.org:oru-20749DiVA, id: diva2:474408
Konferanse
MindTrek 2011, Tampere, Finland, September 28-30, 2011
Tilgjengelig fra: 2012-01-09 Laget: 2012-01-09 Sist oppdatert: 2018-05-03bibliografisk kontrollert
Inngår i avhandling
1. Coaching by gaming: an instructor perspective of game-based vocational training
Åpne denne publikasjonen i ny fane eller vindu >>Coaching by gaming: an instructor perspective of game-based vocational training
2011 (engelsk)Licentiatavhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Military organisations have a long history of using games for training. Over the years, they have developed training practices involving role-play, simulations, puckstering and gaming. Most researchers in serious games, i.e. games used for non-entertainment purposes, focus their studies on the learners. This licentiate thesis, instead, takes a closer look on the roles of instructors in game-based training situations, specifically at the Swedish Land Warfare Centre. Through a mix of theoretical and empirical studies, training practices were scrutinised, resulting in a framework for gamebased vocational training. A key element of this framework is the coaching by gaming perspective in which instructors give un-intrusive, formative feedback through role-play and gameplay. Another important aspect of the framework involves dynamic debriefing. These insights points to specific needs for system support for instructors involved in game-based training. They also emphasise the fact that serious gaming is a highly contextualised activity made up of more than the game and the players

sted, utgiver, år, opplag, sider
Örebro: Örebro University, 2011. s. 56
Serie
Studies from the School of Science and Technology ; 20
HSV kategori
Forskningsprogram
Datalogi
Identifikatorer
urn:nbn:se:oru:diva-20756 (URN)
Merknad

Anna-Sofia Alklind Taylor is also affiliated to University of Skövde, Sweden.

Tilgjengelig fra: 2012-01-09 Laget: 2012-01-09 Sist oppdatert: 2018-01-12bibliografisk kontrollert

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