Collaboration scripts for mastership skills: online game about classroom dilemmas in teacher education

Hummel, Hans; Geerts, Walter; Slootmaker, Aad; Kuipers, Derek; Westera, Wim

doi:10.1080/10494820.2013.789063

Cited by 22 publications

(21 citation statements)

References 13 publications

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“…Studies into case instances of the JigSaw scripting class (Hummel et al. 2011) and Reciprocal Teaching class (Hummel et al, 2013) have already been realised and reported. For the third family (Conflict Raising) we are currently preparing a study instantiating an argumentation game in EMERGO, based on an existing wiki where players take and defend opposing stands (Van Rosmalen & Westera, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…'Prompted' or 'follow me' scripts have higher levels of 'coercion' and will steer the collaborative process, at the risk of being perceived as too complex or rigid. In a previous study we found that students complained about the complexity and task instruction within for the mastership game (Hummel et al, 2013). Dillenbourg (2002) earlier reported on other scripts (e.g., UniverSanté) that were perceived as too complex.…”

Section: Optimizing the Structure Of Collaboration Scriptsmentioning

confidence: 99%

“…Some experienced didactics teachers developed the Mastership game which helps students to find solutions to the most prevailing practical classroom management dilemmas in a playful and collaborative way, a way that will help them become better teachers. The game was originally developed as a card game to be played face-to-face in small groups (Geerts, Mitzsche, & Van Laeken, 2009), and was later transformed into on online game to be played synchronously with freedom of place (Hummel et al, 2013). The Mastership game can be played in small groups of two till six students and does not require any intervention by teachers.…”

Section: Mastership Game: Working Together To Solve Classroom Dilemmasmentioning

confidence: 99%

“…The elaborated reports can be assessed on 'growth in professional productivity', and the five criteria to establish this growth were inspired by the development of 'design practice' (or practical theory) (Copeland & D'Emidio-Caston, 1998 Table 2 contains indications for the possible scores on these criteria, with total scores ranging from 0 to 10. Sufficient inter-rater reliability of the instrument was determined in a previous study (Hummel et al , 2013).…”

Section: Learning Effect Correction Modelmentioning

confidence: 99%

See 3 more Smart Citations

Structuring Collaboration Scripts - Optimizing Online Group Work on Classroom Dilemmas in Teacher Education

Hummel

Geerts

Slootmaker

et al. 2014

Proceedings of the 6th International Conference on Computer Supported Education

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Abstract:Serious games can facilitate workplace learning, for instance when collaboration on solving professional problems is involved. The optimal structure in collaboration scripts for such games has appeared to be a key success factor. Free collaboration does not systematically produce effective learning, but imposing too much structure by design might easily disturb the genuine notion of spontaneous collaborative learning. In this study we compare a 'high-structured' and 'low-structured' version of a mastership game where teachers-intraining discuss solutions on classroom dilemmas. Adequate solutions are discussed and elaborated during small group play, reported in individual advisory reports, and independently assessed by both two teachers and the group peers. We collected data on the differences in learning effects and student appreciation. The most interesting result shows that reports delivered by students that played the low-structured version received significantly higher teacher grades when compared to the high-structured version. Clear differences in peer-assessments were not found. Practical implications of these findings for future research into collaborative scripting will be discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Optimizing the Structure Of Collaboration Scriptsmentioning

confidence: 99%

Section: Mastership Game: Working Together To Solve Classroom Dilemmasmentioning

confidence: 99%

Section: Learning Effect Correction Modelmentioning

confidence: 99%

See 2 more Smart Citations

Structuring Collaboration Scripts - Optimizing Online Group Work on Classroom Dilemmas in Teacher Education

Hummel

Geerts

Slootmaker

et al. 2014

Proceedings of the 6th International Conference on Computer Supported Education

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show abstract

“…Van der Veen, Weijers, Dikkers, Hornstra, & Peetsma, 2014). So called "professional" games are increasingly being used as a more motivating and immersive way to have learners experience work challenges and assess them on practice skills for professional life in context (Hummel, Geerts, Slootmaker, Kuipers, & Westera, 2015;Hummel, Nadolski, Eshuis, & Slootmaker, 2016;Hummel, Nadolski, Joosten-ten Brinke, & Baartman, 2017). Review studies have shown that effective game design is key ("garbage in, garbage out") for achieving actual motivation and learning effects in education (Boyle, Hainey, et al, 2016;Clark, Tanner-Smith, & Killingsworth, 2016).…”

Section: Introductionmentioning

confidence: 99%

Game-based career learning support for youth: effects of playing the Youth@Work game on career adaptability

Hummel

Boyle

Einarsdóttir

et al. 2017

Interactive Learning Environments

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Choosing a career is one of the most important decisions that youth has to take but many young people find this a hard issue to engage with. Current career counselling practice does not appear very compelling or motivating to young people. Professional games could provide a more engaging and motivating way of acquiring professional awareness and competence for career decision making and learning. We present the design and effects of playing a game that aims to increase career awareness and adaptabilities in youth (13-19 years). In a Randomized Controlled Trial, 93 high school students from Iceland and Romania were asked to carry out career-oriented activities, with half playing an interactive game and the other half performing a paper-and-pencil version of the same activities. The students were compared on career adaptability, career learning and career awareness scores before and after these interventions. Main results show that engaging players in these careeroriented activities has short term effects on outcome scores for career adaptabilities and for perceptions of career learning competences. Students who played the game report significantly faster growth on career adaptabilities that deal with "concern", "control" and "confidence". It can therefore be concluded that introducing gamebased learning in career decision support for youth is a promising endeavour. ARTICLE HISTORY

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Design and Development of a Collaborative Serious Game to Promote Professional Knowledge Acquisition of Prospective Teachers

Knorr

Zinn

2022

Mobility for Smart Cities and Regional Development - Challenges for Higher Education

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Collaboration scripts for mastership skills: online game about classroom dilemmas in teacher education

Cited by 22 publications

References 13 publications

Structuring Collaboration Scripts - Optimizing Online Group Work on Classroom Dilemmas in Teacher Education

Structuring Collaboration Scripts - Optimizing Online Group Work on Classroom Dilemmas in Teacher Education

Game-based career learning support for youth: effects of playing the Youth@Work game on career adaptability

Design and Development of a Collaborative Serious Game to Promote Professional Knowledge Acquisition of Prospective Teachers

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