Digital Games

Abstract

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

A Playful Way to Promote Team Flow: Evaluation of a Positive Psychological Board Game for Team Building

“…Thus, serious games are more than mere entertainment and are characterized by a specific learning process and a goal that resides not only within the game but also requires a transfer to the everyday life or work situation outside the game context (Allal-Chérif & Makhlouf, 2016;Hoblitz, 2015). Players report that in serious games concentrating is not perceived to be effortful and there is reportedly a great learning outcome due to a facilitation of the learning process (Pivec, 2007;Pivec et al, 2003;Ricci et al, 1996). As flow experience has been associated with effortless attention (Bruya, 2010), serious games are interventions that per se create suitable conditions for experiencing a flow while playing (Hoblitz, 2015).…”

“…As a human resource development tool, serious games are used for various purposes by many organizations in a wide range of industries (Allal-Chérif & Makhlouf, 2016). In team building, games are employed especially in interdisciplinary areas, where critical thinking skills, communication, discussion, and decision-making within a group are of great importance (Pivec et al, 2003). In the course of digitization, serious games for team building consist in many cases of virtual realities and computer simulations (e.g., Allal-Chérif & Makhlouf, 2016;Ellis et al, 2008;Pivec, 2007;Pivec et al, 2003).…”

“…The effects of games in training and human resource development contexts have so far been studied primarily using online games and computer simulations (e.g. Allal-Chérif & Bajard, 2011;Allal-Chérif & Makhlouf, 2016;Pivec et al, 2003). In this study we evaluate the benefits of using a board game for team building that allows direct communication and interaction between the players.…”

Methods and Evaluations for Simulation Debriefing in Nursing Education

“…The suggested uses for different debriefi ng methods vary by discipline or context, despite all being applicable for use in the educational setting. Seven methods are designed for use in simulation debriefi ng in nursing education (Anderson, n.d.;Johnson-Russell & Bailey, 2010;Kuiper et al, 2008;Pivec, 2011), and two methods are intended for use in medical simulation debriefi ng Rudolph, Simon, Dufresne, & Raemer, 2006). The suggested uses for six of the simulation debriefi ng methods are for education of health care professionals, including applicability to clinical education (Cheng, Rodgers, van der Jagt, Eppich, & O'Donnell, 2012;Gururaja et al, 2008;Rudolph et al, 2008;Wilkinson, n.d.;Zigmont, Kappus, & Sudikoff, 2011).…”

“…Twelve methods for simulation debriefi ng include supplemental resources to aid faculty and students in facilitating or participating in the particular methods' debriefi ng process (Anderson, n.d.; Cheng et al, 2012;Johnson-Russell & Bailey, 2010;Pivec, 2011;. Each of the resources is different, as the resources are associated with the specifi c debriefi ng method.…”