An approach to collaborative learning and the serious game development

Abstract

This paper presents the overall learning process that evolved during the MASCA project (MAnaging System Change in Aviation-EU FP7 funded project (2010-2013), specifically focusing on the one of the key elements of the overall learning approach, the development of a Serious Game (SKYBOARD) and the role the game played in supporting the implementation of Airport Collaborative Decision Making (A-CDM) in a major European airport. The underlying principles of the learning process was based on ongoing and collaborative learning in the workplace, with each phase of learning involving preparation and guidance, collaborative learning, consolidation of that learning and practically focused next steps that can be deployed to support overall change management. The aim of SKYBOARD was to aid communication and collaboration when introducing A-CDM, and thereby supporting the cultural change that comes with this introduction. The development of SKYBOARD was based upon an initial training needs analysis and an iterative development and implementation approach at a major airport. The research demonstrated that we are at the beginning of a fundamental shift in the way both learning and working is happening in organisations. Therefore the establishment of a collaborative learning process and integrated learning package needs to focus on supporting continuous performance improvement and learning (competency and capability at all levels) and to ensure this overall learning is fully aligned to the overall strategic blueprint of the organisation. The evaluation of SKYBOARD demonstrated that Serious Games can support collaborative learning and enhanced communication and that such games should be key resource in any learning environment and proved to be a highly effective support to the implementation of A-CDM in this case.

Learning about water resource sharing through game play

“…Through this process, fundamental learning about water resources took place, emphasizing soft skills, including critical thinking, problem solving, collaborative (team) learning, and time management. Several studies that have looked at the effects of collaborative learning in serious game development (Corrigan et al, 2015;Prensky, 2003;Mansour and El-Said, 2008) found that the development of serious games (within the workplace, Corrigan et al, 2015) play a role in fostering the development and improvement of various soft skills, such as communication, collaboration, or negotiation, and enhance overall collaborative learning, similar to learning outcomes from playing serious games. Corrigan et al (2015) further suggest that "we are at the beginning of a fundamental shift in the way both learning and working is happening in organisations", and that these novel, active learning tools, including both playing and developing serious games, can add a critical collaborative dimension to decision making that cannot be learned otherwise.…”

“…Several studies that have looked at the effects of collaborative learning in serious game development (Corrigan et al, 2015;Prensky, 2003;Mansour and El-Said, 2008) found that the development of serious games (within the workplace, Corrigan et al, 2015) play a role in fostering the development and improvement of various soft skills, such as communication, collaboration, or negotiation, and enhance overall collaborative learning, similar to learning outcomes from playing serious games. Corrigan et al (2015) further suggest that "we are at the beginning of a fundamental shift in the way both learning and working is happening in organisations", and that these novel, active learning tools, including both playing and developing serious games, can add a critical collaborative dimension to decision making that cannot be learned otherwise. Our course was a first step in testing se-rious game development in the classroom and further insight into the learning outcomes as well as carry-on effects into the workplace would be an interesting research question that could shed light on whether just playing games (emphasizing the fun factor) might be enough to achieve similar learning effects to the full process of game development.…”

“…Since its inception, Irrigania (Seibert and Vis, 2012) has been used in different classroom settings and as an outreach tool, to teach about water resource sharing and to explore the role of cooperation in, and competition for, the use of water as a limited common-pool resource (Seibert and Vis, 2012;Pierce and Madani, 2013;Cuadrado et al, 2014). The game is played between villages made up of several farmers (usually four to six farmers per village).…”

Designing of a Learning Environment for Teaching of Decision-Making Processes

“…In (Williams, Kapralos, Hogue, Murphy, & Weckman, 2014) authors presented a simulation for training of fire service, which it was intended to take advantage of interactive techniques, innovative and the attractive immersion provided by the serious games. (Corrigan et al, 2015) carried out a study for change management in the aviation system in European Union. This work developed a game in an important European airport to support the implementation of an airport collaborative decision-making (A-CDM).…”

“…The basic principles that are worked are the implementation of game mechanics, the continuous learning and collaboration in the working place according (Corrigan, Zon, Maij, McDonald, & Mårtensson, 2015). These elements are fundamental role because learning and work converge in the organization management.…”