2014
Oksanen, Kimmo
Serious game design: Supporting collaborative learning and investigating learners' experiences Väitöskirja
Kasvatustiede, Jyväskylän yliopisto, 2014, ISBN: 978-951-39-5857-2.
Abstract | Links | BibTeX | Avainsanat: collaboration, collaborative serious game, computer-supported collaborative learning, design research, educational games, englanninkieliset väitöskirjat, game design, game mechanics, serious game experiences
@phdthesis{Oksanen2014,
title = {Serious game design: Supporting collaborative learning and investigating learners' experiences},
author = {Kimmo Oksanen},
url = {http://urn.fi/URN:ISBN:978-951-39-5857-2},
isbn = {978-951-39-5857-2},
year = {2014},
date = {2014-01-01},
school = {Kasvatustiede, Jyväskylän yliopisto},
abstract = {Collaborative serious games can be considered as one promising way to use technology to support collaborative learning. However, they are not a self-evident solution leading to successful productive social interaction, collaborative knowledge construction, or learning. Thus, to take advantage of the full potential of collaborative serious games, there is a need for the better use of the theoretical knowledge about collaborative learning and game design as a foundation for game development.
This study provides insights into designing serious games and supporting collaborative learning. Findings of the study indicate that by combining the theoretical knowledge on collaborative learning and game design, it is possible to find new ways to support collaborative knowledge construction in serious games. Especially game mechanics appear to be a potential way in which to generate and support social interaction and collaboration among the learners in the game context. In addition to the game’s internal guidance, the teachers’ real-time orchestration during the collaboration situation plays a crucial role in achieving productive, collaborative knowledge construction. For the future research and development of collaborative serious games, there is a need to develop a shared vocabulary and understanding among professionals in the fields of education and game design further.},
keywords = {collaboration, collaborative serious game, computer-supported collaborative learning, design research, educational games, englanninkieliset väitöskirjat, game design, game mechanics, serious game experiences},
pubstate = {published},
tppubtype = {phdthesis}
}
Collaborative serious games can be considered as one promising way to use technology to support collaborative learning. However, they are not a self-evident solution leading to successful productive social interaction, collaborative knowledge construction, or learning. Thus, to take advantage of the full potential of collaborative serious games, there is a need for the better use of the theoretical knowledge about collaborative learning and game design as a foundation for game development.
This study provides insights into designing serious games and supporting collaborative learning. Findings of the study indicate that by combining the theoretical knowledge on collaborative learning and game design, it is possible to find new ways to support collaborative knowledge construction in serious games. Especially game mechanics appear to be a potential way in which to generate and support social interaction and collaboration among the learners in the game context. In addition to the game’s internal guidance, the teachers’ real-time orchestration during the collaboration situation plays a crucial role in achieving productive, collaborative knowledge construction. For the future research and development of collaborative serious games, there is a need to develop a shared vocabulary and understanding among professionals in the fields of education and game design further.
This study provides insights into designing serious games and supporting collaborative learning. Findings of the study indicate that by combining the theoretical knowledge on collaborative learning and game design, it is possible to find new ways to support collaborative knowledge construction in serious games. Especially game mechanics appear to be a potential way in which to generate and support social interaction and collaboration among the learners in the game context. In addition to the game’s internal guidance, the teachers’ real-time orchestration during the collaboration situation plays a crucial role in achieving productive, collaborative knowledge construction. For the future research and development of collaborative serious games, there is a need to develop a shared vocabulary and understanding among professionals in the fields of education and game design further.
2011
Bluemink, Johanna
Virtually face to face: Enriching collaborative learning through multiplayer games Väitöskirja
Kasvatustiede, Oulun yliopisto, 2011, ISBN: 978-951-42-9423-5.
Abstract | Links | BibTeX | Avainsanat: 3D multiplayer games, computer-supported collaborative learning, englanninkieliset väitöskirjat, scripting collaboration, small-group discussion, socially shared cognition
@phdthesis{Bluemink2011,
title = {Virtually face to face: Enriching collaborative learning through multiplayer games},
author = {Johanna Bluemink},
url = {https://urn.fi/URN:ISBN:9789514294235},
isbn = {978-951-42-9423-5},
year = {2011},
date = {2011-01-01},
school = {Kasvatustiede, Oulun yliopisto},
abstract = {This study focused on enriching collaborative learning through pedagogically scripted multiplayer games. Collaborative learning was examined in the synchronous discussions of small group problem-solving activities in face-to-face and virtual game settings. The theoretical approach is socio-cognitive and builds on the contextual and situated nature of learning. Interaction between group members in social situations is a key mechanism fostering students’ collaborative learning. In the field of Computer-Supported Collaborative Learning the underlying aim is to stimulate and structure socially shared construction of knowledge and development of shared understanding among the collaborators.
This thesis consisted of three empirical studies. The first study focused on analysing the macro-level elements of teacher education students’ face-to-face discussions in a context of an international web-based course. The focus of the second and third empirical studies was on how distributed collaboration can be enriched by scripting multiplayer game environments. The game environments were developed and tailored as part of the empirical studies. The main aim was to analyse small-group micro-level interactions and activities taking place during the game. Moreover, the particulars of a 3D voice-enhanced multiplayer game context for small-group shared collaborative activities were investigated. The focus of the last empirical study was on aspects of collaborative game activity and shared problem solving described from the perspective of individual players.
The results indicated that the synchronous small-group discussions, on the macro-level, consisted of explaining, sharing knowledge, providing critiques, reflection, and joint engagement. The micro-level elements of the players’ discussions during the game were questions, content statements, social statements, suggestions, instructions or orders, encouragements, and responses. Both macro and micro level elements varied in random order during the discussion, forming a base for small-group discussion and joint problem-solving efforts. Not all problem-solving situations in the game data were shared, indicating that if shared collaborative activity was pursued, the scripting of the game tasks must require equal participation and teamwork during the game. The 3D game environment created a strong shared context for the distributed groups by engaging the players and reinforcing individual participation through the avatar activity. The findings of this thesis contribute to the future development of serious games and highlight the potential of multiplayer games as tools for supporting the social aspects of distributed teamwork.},
keywords = {3D multiplayer games, computer-supported collaborative learning, englanninkieliset väitöskirjat, scripting collaboration, small-group discussion, socially shared cognition},
pubstate = {published},
tppubtype = {phdthesis}
}
This study focused on enriching collaborative learning through pedagogically scripted multiplayer games. Collaborative learning was examined in the synchronous discussions of small group problem-solving activities in face-to-face and virtual game settings. The theoretical approach is socio-cognitive and builds on the contextual and situated nature of learning. Interaction between group members in social situations is a key mechanism fostering students’ collaborative learning. In the field of Computer-Supported Collaborative Learning the underlying aim is to stimulate and structure socially shared construction of knowledge and development of shared understanding among the collaborators.
This thesis consisted of three empirical studies. The first study focused on analysing the macro-level elements of teacher education students’ face-to-face discussions in a context of an international web-based course. The focus of the second and third empirical studies was on how distributed collaboration can be enriched by scripting multiplayer game environments. The game environments were developed and tailored as part of the empirical studies. The main aim was to analyse small-group micro-level interactions and activities taking place during the game. Moreover, the particulars of a 3D voice-enhanced multiplayer game context for small-group shared collaborative activities were investigated. The focus of the last empirical study was on aspects of collaborative game activity and shared problem solving described from the perspective of individual players.
The results indicated that the synchronous small-group discussions, on the macro-level, consisted of explaining, sharing knowledge, providing critiques, reflection, and joint engagement. The micro-level elements of the players’ discussions during the game were questions, content statements, social statements, suggestions, instructions or orders, encouragements, and responses. Both macro and micro level elements varied in random order during the discussion, forming a base for small-group discussion and joint problem-solving efforts. Not all problem-solving situations in the game data were shared, indicating that if shared collaborative activity was pursued, the scripting of the game tasks must require equal participation and teamwork during the game. The 3D game environment created a strong shared context for the distributed groups by engaging the players and reinforcing individual participation through the avatar activity. The findings of this thesis contribute to the future development of serious games and highlight the potential of multiplayer games as tools for supporting the social aspects of distributed teamwork.
This thesis consisted of three empirical studies. The first study focused on analysing the macro-level elements of teacher education students’ face-to-face discussions in a context of an international web-based course. The focus of the second and third empirical studies was on how distributed collaboration can be enriched by scripting multiplayer game environments. The game environments were developed and tailored as part of the empirical studies. The main aim was to analyse small-group micro-level interactions and activities taking place during the game. Moreover, the particulars of a 3D voice-enhanced multiplayer game context for small-group shared collaborative activities were investigated. The focus of the last empirical study was on aspects of collaborative game activity and shared problem solving described from the perspective of individual players.
The results indicated that the synchronous small-group discussions, on the macro-level, consisted of explaining, sharing knowledge, providing critiques, reflection, and joint engagement. The micro-level elements of the players’ discussions during the game were questions, content statements, social statements, suggestions, instructions or orders, encouragements, and responses. Both macro and micro level elements varied in random order during the discussion, forming a base for small-group discussion and joint problem-solving efforts. Not all problem-solving situations in the game data were shared, indicating that if shared collaborative activity was pursued, the scripting of the game tasks must require equal participation and teamwork during the game. The 3D game environment created a strong shared context for the distributed groups by engaging the players and reinforcing individual participation through the avatar activity. The findings of this thesis contribute to the future development of serious games and highlight the potential of multiplayer games as tools for supporting the social aspects of distributed teamwork.