Design, Creation and Evaluation of TEAM, A Serious Game for Teamwork Development

Sereti, M.; Mavropoulou, Angeliki; Stylianidis, Panagiotis; Politopoulos, Nikolaos; Tsiatsos, Τhrasyvoulos; Douka, Stella

doi:10.1007/978-3-030-11932-4_69

Cited by 6 publications

(5 citation statements)

References 11 publications

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“…In the study of Sung and Hwang [35], the collaboration experience of players was determined by the self-efficacy of group learning questionnaire. Sereti et al [36] designed a game to improve players' seven types of teamwork skills as measured by a survey: ideas person, compromiser, evaluator, leader, summariser, recorder and encourager. Hou [37] examined players' behaviours patterns through game logs and identified three main indicators of collaboration: Talk (Discussions and Conversations), Group-work and Trading of items.…”

Section: Methodsmentioning

confidence: 99%

A Systematic Review of Serious Games for Collaborative Learning: Theoretical Framework, Game Mechanic and Efficiency Assessment

Wang

Huang

2021

Int. J. Emerg. Technol. Learn.

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In recent years, there has been extensive research on serious games for edu-cational purpose. However, the design space for collaboration in games re-mains substantially unexplored. In this study, we systematically reviewed 31 empirical research articles regarding game-based collaborative learning published from 2006 to 2020 and attempted to provide new information about designing serious games for collaborative learning. We surveyed a number of games and investigated their design features that encourage col-laborative learning. Twenty game mechanics were identified and grouped in-to six main domains: (1) Space, (2) Objects, attributes and states, (3) Ac-tions, (4) Rules and goals, (5) Skill, (6) chance. The analysis of user studies they performed indicated that most of the game projects relied on self-report methods to test their learning effectiveness, and only a few studies adopted the data mining method based on game logs. The implications for research into facilitating collaborative learning and recommendations for future re-search directions are discussed.

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Section: Methodsmentioning

confidence: 99%

A Systematic Review of Serious Games for Collaborative Learning: Theoretical Framework, Game Mechanic and Efficiency Assessment

Wang

Huang

2021

Int. J. Emerg. Technol. Learn.

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“…Hence, digital transformation is not a new issue of debate although the education experts started to talk about it more often after the COVID-19 pandemic (Auer & Tsiatsos, 2019; Nichols, 2020; West, 2013). It would not be wrong to extend the association of new media platforms and education to the times when and where the internet started to be used in the late nineties (Wang & Nuttall, 2018).…”

Section: Education and Digitalization During Covid-19mentioning

confidence: 99%

“…La transformación digital, por tanto, no es nueva en el debate actual, aunque los expertos en educación comenzaron a debatir este tema con mayor intensidad tras el advenimiento de la pandemia (Auer & Tsiatsos, 2019; Nichols, 2020; West, 2013). No sería erróneo extender el vínculo de las nuevas plataformas y la educación al momento en que se comenzó a utilizar Internet, a finales de la década de los 90 (Wang & Nuttall, 2018).…”

Section: Educación Y Digitalización Durante La Pandemiaunclassified

Examining students’ attitudes towards online education during COVID-19: evidence from Turkey (Análisis de las actitudes de los estudiantes hacia la educación en línea durante la pandemia de COVID-19. Evidencia de un estudio realizado en Turquía)

Geçer

Bağcı

2022

Culture and Education

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The novel coronavirus (COVID-19) has affected the education system at all levels around the world. Coping with the essentialities of online teaching and learning throughout the COVID-19 pandemic, this study aims to give insights into the interpretation of online teaching during the lockdown in Turkey. We applied an 'opinions regarding online education' survey (n = 1,007) to examine students' attitudes towards online education. The participants were students having online classes due to COVID-19 lockdown at different universities in Turkey. Results showed that COVID-19 quarantine has influenced the academic performance of most participants to fluctuating degrees. Yet, most participants believed that online classes could not replace actual classes (n = 725; 72.0%), while only 10.1% of them believed online classes could replace face-to-face classes. Besides, students regularly attending the online classes have positive online education attitudes higher than those of the students who sometimes or never attend the lessons. Thus, this study presents a general illustration of ongoing online education activities during the lockdown and subsequently gives recommendations for future digital learning activities. RESUMENEl nuevo coronavirus (COVID-19) ha afectado al sistema educativo a todos los niveles en todo el mundo. Este estudio trata de contribuir al conocimiento de la aplicación de la educación en línea durante el confinamiento en Turquía y de cómo se han gestionado los elementos básicos de la enseñanza y el aprendizaje durante la pandemia. Para ello, utilizamos el cuestionario 'Opiniones sobre la educación en línea' (n = 1,007) para analizar las actitudes de los estudiantes frente a la educación en línea. Los participantes eran estudiantes que recibieron clases telemáticas durante el confinamiento en diversas universidades turcas. Los resultados revelan que el confinamiento ha influido en el rendimiento académico de la mayoría de los participantes en distinto ARTICLE HISTORY

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“…It is similar to problem-based learning, but the problem scenarios are integrated into a game (Tsai & Fan, 2013). GBL includes the design of educational or serious games and requires educators to integrate best practices of a game in the traditional curriculum design process (Sereti, et al, 2020;Alaswad & Nadolny, 2015). The term DGBL (Digital Game-based Learning) has an additional restriction -that the games have to be digital.…”

Section: Terminological Definition Of Terms Game-based Learning Serious Games and Educational Gamesmentioning

confidence: 99%

Using Digital Game-Based Learning for Students with Intellectual Disabilities – A Systematic Literature Review

Stančin¹,

Hoić-Božić²,

Mihić³

2020

Informatics in Education

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The purpose of this systematic literature review is to explore the area of digital Game-Based Learning (GBL) for students with intellectual disabilities as a tool that enables positive impact on learning and mastering specific skills in order to make recommendations for future research. Twenty-one studies were selected from different databases. The results showed that the most common type of game was serious game, and the most common used technology was PC with additional equipment, but tablets were also often used. In addition, the studies were more focused on the development of cognitive abilities rather than of adaptive skills.

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Design, Creation and Evaluation of TEAM, A Serious Game for Teamwork Development

Cited by 6 publications

References 11 publications

A Systematic Review of Serious Games for Collaborative Learning: Theoretical Framework, Game Mechanic and Efficiency Assessment

A Systematic Review of Serious Games for Collaborative Learning: Theoretical Framework, Game Mechanic and Efficiency Assessment

Examining students’ attitudes towards online education during COVID-19: evidence from Turkey (Análisis de las actitudes de los estudiantes hacia la educación en línea durante la pandemia de COVID-19. Evidencia de un estudio realizado en Turquía)

Using Digital Game-Based Learning for Students with Intellectual Disabilities – A Systematic Literature Review

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