Serious games—engaging training solutions: A research and development project for supporting training needs

Freitas, Sara de; Jarvis, Steve

doi:10.1111/j.1467-8535.2007.00716.x

Cited by 69 publications

(37 citation statements)

References 6 publications

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“…Therefore this evaluation study adopted an inductive methodology which requires researchers to construct theories and explanations based upon observations conducted using educational research approaches, including survey data and observations [10]. A similar approach has been adopted in the larger Serious GamesEngaging Training Solutions project co-funded by the Technology Strategy Board, Vega Group Ltd and TruSim (a division of Blitz Games), based upon measuring the efficacy of game-based learning [5,6]. The methodology was selected to address some of the wider issues of efficacy and to highlight some of the main issues arising from this form of learning and support.…”

Section: Methodsmentioning

confidence: 99%

Developing an Evaluation Methodology for Immersive Learning Experiences in a Virtual World

Freitas

Rebolledo-Méndez

Liarokapis³

et al. 2009

2009 Conference in Games and Virtual Worlds for Serious Applications

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Abstract. This article proposes an evaluation methodology for supporting the development of specified learning activities in virtual worlds, based upon inductive methods and augmented by the four dimensional framework [4]. The study undertaken aimed to test the efficacy of the evaluation methodology and to evaluate the broader uses of Second Life for supporting lifelong learners in their educational choices and career decisions. The paper presents the findings of the study and argues that virtual worlds are reorganising how we relate to the design and delivery of learning. This is opening up a transition in learning predicated upon the notion of learning as made up of immersive experiences rather than sets of knowledge to be transferred between tutor and learner. The challenge for tutors remains in the design and delivery of these activities and experience and the approach advocated here builds upon an incremental testing and evaluation of virtual world learning experiences. Keywords. Evaluation methodologies, virtual worlds, serious games I. BACKGROUNDThe wide reporting of Second Life has helped to highlight the wider use of immersive worlds for supporting a range of human activities and interactions, presenting a wealth of new opportunities for enriching how we learn, how we work and how we play (e.g.[1]). In this way, Second Life, in common with other virtual world applications, has opened up the potential for users and learners, teachers and trainers, policy makers and decision-makers to easily collaborate together in immersive 3D environments. Through the presence of the user as an avatar in the immersive space, the user can readily feel a sense of control within the immersive environments and more easily engage with the experiences as they unfold. The breadth of applications of virtual worlds, and their relatively swift emergence, have made this a challenging area for researchers and tutors. The work being undertaken at the UK-based Serious Games Institute (SGI) has been exploring ways to utilise the technology, and has been attempting to develop methodologies, frameworks and metrics to allow tutors and other user groups to more readily engage with the virtual worlds. However, the area is fragmented and literature is dispersed around a range of disciplines, and this makes the field challenging for those involved within it. This study undertaken as part of the JISCfunded MyPlan project (www.lkl.ac.uk/research/myplan) led by the London Knowledge Lab (www.lkl.ac.uk) is seeking to develop a set of methodologies and perspectives that may allow for greater cross-disciplinary engagement, but this process needs to be collaborative, taking on board a range of disciplinary methods and perspectives.Underpinning this approach towards producing crossdisciplinary approaches to the emerging field of serious games and virtual worlds, the SGI has been 978-0-7695-3588-3/09 $25.00

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Section: Methodsmentioning

confidence: 99%

Developing an Evaluation Methodology for Immersive Learning Experiences in a Virtual World

Freitas

Rebolledo-Méndez

Liarokapis³

et al. 2009

2009 Conference in Games and Virtual Worlds for Serious Applications

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“…The project [5] Board is a business-led executive non-departmental public body, established by the UK government. Its mission is to promote and support research into, and development and exploitation of, technology and innovation for the benefit of UK business, in order to increase economic growth and improve the quality of life.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an Immersive Learning Programme to Support Triage Training

Jarvis¹,

Freitas

2009

2009 Conference in Games and Virtual Worlds for Serious Applications

Self Cite

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“…Since there is no theory or model considered universal in the literature to measure the results of learning (Sørensen, 2010), many authors have proposed different variables based on which to determine the effectiveness of the simulations in the teaching-learning process, as well as scales that permit measuring said variables (Blunt, 2009;Freitas & Jarvis, 2007;Garris, Ahlers & Driskell, 2002;Gresse von Wangenheim, Savi & Ferreti Borgatto, 2012;Guillén-Nieto & Aleson-Carbonell, 2012;Wrzesien & Alcañiz, 2010;Yusoff, Crowder & Gilbert, 2010).…”

Section: Variablesmentioning

confidence: 99%

Meaningful learning in business through serious games

Martín

Aznar

2017

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Purpose: The requirements of a business executive include the talent and creativity to solve problems and adapt to continuous changes presented by the economic and social environment.However, the university does not often prepare students in these skills. Businesses simulations are didactic tools in which participants assume a role and make decisions which affect the results of the company. This paper aims to provide empirical evidence on the effectiveness of business simulations in university teaching. Design/methodology:We have implemented business simulations in a course in the College of Economics at the University of Valencia, during the 2015-2016 academic year.Questionnaires were used to collect the students' opinions about this educational tool.Findings: Students are motivated and concentrated during all activities, which has promoted cooperation and/or competition. They therefore perceive these simulations as a useful tool to acquire skills, especially those linked to decision making, problem solving, and the analysis of business information. Research limitations/implications:No common theoretical framework exists in the literature for measuring the results of the learning. This study investigated the influence of three subjective variables. In this sense, future research could expand on the number of variables and include objective data.-805-Intangible Capital -https://doi.org/10.3926/ic.936Practical implications: Improvement of the educational process. Social implications:Students receive a comprehensive education, including a set of social behaviors and cognitive, psychological and sensory skills, which enable them to respond successfully to new demands in the labor market.Originality/value: Much has been written about the usefulness of simulations in education, but there is little empirical evidence on the learning outcomes that result from their use.

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Serious games—engaging training solutions: A research and development project for supporting training needs

Cited by 69 publications

References 6 publications

Developing an Evaluation Methodology for Immersive Learning Experiences in a Virtual World

Developing an Evaluation Methodology for Immersive Learning Experiences in a Virtual World

Evaluation of an Immersive Learning Programme to Support Triage Training

Meaningful learning in business through serious games

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