Supporting Human Capital development with Serious Games: An analysis of three experiences

Earp, Jeffrey; Ott, Michela; Popescu, Marina; Roméro, Margarida; Usart, Mireia

doi:10.1016/j.chb.2013.09.004

Cited by 16 publications

(9 citation statements)

References 20 publications

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“…Pellis and Pellis 2007). This significant body of literature has emphasized the positive influence of several dimensions of play on the development of important cognitive, emotional an social competences (Earp et al 2014;Granic et al 2014;Qian and Clark 2016). Despite the above encouraging evidence however, educational digital games haven't yet managed to achieve the widespread acceptance of their entertainment counterparts and oftentimes are approached by scholars and educators with skepticism (Miller et al 1999).…”

Section: Introductionmentioning

confidence: 99%

Digital game elements, user experience and learning: A conceptual framework

Alexiou

Schippers

2018

Educ Inf Technol

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The primary aim of this paper is to identify and theoretically validate the relationships between core game design elements and mechanics, user motivation and engagement and consequently learning. Additionally, it tries to highlight the moderating role of player personality traits on learning outcomes and acceptance and suggest ways to incorporate them in the game design process. To that end, it outlines the role of narrative, aesthetics and core game mechanics in facilitating higher learning outcomes through intrinsic motivation and engagement. At the same time, it discusses how player goal orientation, openness to experience, conscientiousness, sensation seeking and need for cognition influence the translation of the gameplay experience into valuable learning outcomes and user acceptance of the technology.

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Section: Introductionmentioning

confidence: 99%

Digital game elements, user experience and learning: A conceptual framework

Alexiou

Schippers

2018

Educ Inf Technol

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“…The various rounds create knowledge based on the experience of actually doing the work, and participants face decisions where they have to take account of the commercial and ethical considerations that affect businesses (Garrick & Clegg, 2000). Business simulations are considered to be an excellent learning-by-doing-based tool that improves the Human Capital (Earp, Ott, Popescu, Romero, & Usart, 2014). They improve not only the knowledge, but also competences and skills needed to work effectively, above all when working as a team (Martín-Pérez, Martín-Cruz, Pérez-Santana, Hernangómez-Barahona, & Martín-Sierra, 2010).…”

Section: Theoretical Framework and Research Questionsmentioning

confidence: 99%

The effect of competences on learning results an educational experience with a business simulator

Bertran¹,

Hernández‐Lara²,

López³

2015

Computers in Human Behavior

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“…There is extensive literature related to the competencies [17] or capabilities [18] that can be developed and put into practice using business simulations [19][20][21] (in advance, we used the term competencies considered from the perspective of European Higher Education Area-EHEA, since the study was developed in this area). Studies such as those of Herrington and Herrington [22] and Herrington et al [23], based on the principles of authentic learning, affirm that having participants seek, understand, integrate, and apply the basic concepts of the subject dealt with, as well as related ones, managing to elaborate a diagnosis of information needs, and from this, build knowledge, is using technology as cognitive tools rather than for the dissemination of content and information.…”

Section: Business Simulations As a Pedagogical Toolmentioning

confidence: 99%

Determinants of the Effectiveness of Using Renewable Resource Management-Based Simulations in the Development of Critical Thinking: An Application of the Experiential Learning Theory

2019

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The twenty-first century’s society experiences new challenges in being immersed in a new paradigm of the educational system. Higher education institutions should train professionals so that they are able to experience real situations in order to encourage reflection on affective, aesthetic, and ethical dimensions of these people in their relations with the natural and sociocultural environment. Learning strategies must allow the acquisition of creative, active, and applied knowledge as well as the development of critical thinking. According to the experiential learning theory, to achieve this, higher education should use student-centered interactive and collaborative teaching methodologies and focus studies on the skills that graduates must have, promoting student know-how, initiative, and autonomous learning. Business simulations are instruments that fulfil the above characteristics, facilitating learning. The objective of this research was to provide a model that identifies the determining factors (simulation’s realism and structure, perceived usefulness, and students’ learning motivation) in the effectiveness of using these tools to develop critical thinking focused on sustainability. Three hundred and twenty-six surveys completed by undergraduate students were obtained, which used a structural equation model (SEM) to analyze the influence of realism, simulation structure, perceived usefulness, and students’ motivations to develop critical thinking. The outcomes according to the experiential learning theory showed that the game’s realism lets students perceive its usefulness and, together with an adequate simulation structure, determines the students’ learning motivations by developing critical thinking.

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Supporting Human Capital development with Serious Games: An analysis of three experiences

Cited by 16 publications

References 20 publications

Digital game elements, user experience and learning: A conceptual framework

Digital game elements, user experience and learning: A conceptual framework

The effect of competences on learning results an educational experience with a business simulator

Determinants of the Effectiveness of Using Renewable Resource Management-Based Simulations in the Development of Critical Thinking: An Application of the Experiential Learning Theory

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