This paper examines how learning outcomes from playing serious games can be enhanced by including scripted collaboration in the game play. We compared the quality of advisory reports, that students in the domain of water management had to draw up for an authentic case problem, both before and after collaborating on the problem with (virtual) peer students. Peers studied the case from either an ecological or governance perspective, and during collaboration both perspectives had to be confronted and reflected upon. This paper argues why such type of workplace-based learning scenarios are important for professional development, describes how serious gaming scenarios can be designed to support such complex learning, and reports data on student satisfaction and learning effects of including scripted collaboration. Preliminary results from a pilot study with 12 students show that including scripted collaboration significantly enhances the quality of learning outcomes. Collaboration and serious games for complex learningSerious games are games that can educate, train or inform, either because they have been deliberately designed for learning or just happen to do so by coincidence. Educators call them 'serious' to denote that they are not just fun to play, but also hold potential as cognitive tools for learning and professional development (eg, Michael & Chen, 2006;Prensky, 2006;Rayburn, 2007). Serious games are supposed to offer many new learning opportunities and positive effects on learner motivation and learning outcomes (eg, De Freitas, 2006;Kiili, 2007;Shaffer, 2006). As opposed to serious games, leisure (or amusement) games have already become adopted widely by the new generation of learners. The leisure games industry and educational institutes so far barely have worked together, and continue to act from separated worlds and objectives. The mind set on learning exudes an air of calm reflection, concentration and investigation, while the mind set on gaming is driven by amusement, fast fun and relaxation. Also, to counterbalance this presumed contradiction, educators have started using the term 'serious games' to indicate that games can be both instructive and meaningful for learning, and playful and fun at the same time. Technology (2010Technology ( ) doi:10.1111Technology ( /j.1467Technology ( -8535.2010 Serious games can provide immersive learning opportunities. Some appear crucial for competences required for modern citizens and professionals in business and industry in the current information age. Learning can no longer remain restricted to acquiring knowledge of content matter, but also has to deal with selecting and using this knowledge for certain problem situations in the workplace. Such more complex learning is about acquiring competences like information skills, media literacy, problem-solving, communication and collaboration, and critical reflection about wicked problems. Such competences are usually not addressed by other learning platforms (Gee, 2003). The objective of this study was to see ...

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Oyster refinement, a common practice in France, is aimed at increasing the weight of oyster tissue and influencing the taste properties of the refined oysters. Refinement usually takes place in land-based systems where the oysters are fed with relatively high concentrations of microalgae. In this study the impact of feeding Skeletonema costatum and Rhodomonas baltica on the biochemical composition and sensory characteristics of Pacific cupped oysters (Crassostrea gigas) from the Eastern Scheldt during land-based refinement was studied. After a feeding period of four and seven weeks market-sized oysters were sampled for the analysis of fatty acids, free amino acids and volatile organic compounds and for a sensory evaluation by consumers and an expert panel. The algae Skeletonema costatum showed a lower ∑PUFA, ∑n-3, ∑n-6, C18:2n6, C18:3n3, C18:4n3, C22:6n3 content as compared with Rhodomonas baltica. These differences were also reflected in the fatty acid profile of the oysters fed with the corresponding algae diets. Furthermore, general linear model and principal component analysis showed marked differences in free amino acids and volatile organic compound content between Skeletonema, Rhodomonas fed oysters and reference oysters. For example, threonine, glutamine, leucine, histidine, (E)-2-hexenal, (E)-2octenal, (E)-2-octen-1-ol, (E,E)-2,4-octadien-1-ol, (E,Z)-3,6-nonadien-1-ol and (Z,E)-2,6-nonadienal contents were higher in Skeletonema fed oysters compared to Rhodomonas fed oysters. Sensory differences between the experimental oyster groups were shown. Skeletonema fed Pacific cupped oysters were characterized by a stronger seaweed flavor, higher perceived sweetness and a firmer texture in comparison with Rhodomonas fed oysters. Naïve consumers were only able to differentiate between Rhodomonas fed oysters and reference oysters.

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