Serious games are an attractive tool for education and training, but their utility is even broader. We argue serious games provide a unique opportunity for research as well, particularly in areas where multiple players (groups or teams) are involved. In our paper we provide background in several substantive areas. First, we outline major constructs and challenges found in team research. Secondly, we discuss serious games, providing an overview and description of their role in education, training, and research. Thirdly, we describe necessary characteristics for game engines utilized in team research, followed by a discussion of the value added by utilizing serious games. Our goal in this paper is to argue serious games are an effective tool with demonstrated reliability and validity and should be part of a research program for those engaged in team research. Both team researchers and those involved in serious game development can benefit from a mutual partnership which is research focused.

Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. REPORT DATE (DD-MM-YYYY) DISTRIBUTION / AVAILABILITY STATEMENTApproved for public release; distribution is unlimited. SUPPLEMENTARY NOTESAir Force Research Laboratory Technical Monitor: Dr Winston Bennett Jr., 480.988.6561 X-297; DSN 474-6297 ABSTRACTEducators and trainers generally agree that reflection is a desirable activity for learners to engage in, but has proven to be relatively difficult to promote. In this report, we have described a specific situation in which systematic efforts to promote reflection achieved only limited success. A list of factors we believe individually and collectively affect the degree to which reflection occurs was presented with the acknowledgement that there is scant research to support our beliefs. Clearly, research is needed if we are to develop a proven set of strategies for promoting the reflection on action attemped in this effort. The author's reflection of reflection leads to two conclusions. First, that reflection does indeed result in enhanced learning. And secondly, that our understanding of how to tap this powerful strategy is quire limited. Hopefully, this report will prompt additional interest in the topic and eventually result in a larger body of research and theory that can be applied across a variety of settings. Clearly, advances in both theory and in development and testing of practical strategies for promoting reflection is needed if we are to obtain the benefits claimed for this important form of what is probably a uniquely human behavior. SUBJECT TERMS

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