Game Development Reference
In-Depth Information
Figure 3. Ease of Understanding (Y) against time, for physically collocated and virtual teams (a lower
score means easier understanding)
standing of how to do new product development,
and how to improve the process.
gained and past experiences. Additionally,
the laboratory reports also contained infor-
mation on how the participants applied the
learned methods in the game as well as on
the developed game scenarios, including
their own goals and the fulfillment of these
goals.
Evaluation Strategies Implemented
in the Beware Game
The evaluation approach used for the continuous
evaluation of the Beware game and its blended
learning concept was based on the use of different
sorts of input:
In developing the evaluation methodology for
the BEWARE game some aspects were considered
whereas other aspects have been put aside. First
of all, the focus for the evaluation is to evaluate
the BEWARE game regarding its learning out-
comes and quality in use. The second aspect is
the purposes of the evaluation. There are differ-
ent purposes and uses of evaluation of learning
programmes (Phillips, 1997). The purposes for
evaluation of the BEWARE game are 1) evalu-
ating BEWARE as a learning tool for individual
learning and 2) Evaluating BEWARE as a learning
tool for group learning.
Knowing what to evaluate and why to do this,
a prescription on how to evaluate can be made.
1. The observation and the exchange of in-
formation between the facilitator and the
students,
2. Questionnaires comprising questions on the
functionalities, the utility, the usability of
the software, and on the individual learning
outcome,
3. individual and group presentations,
4. Feedback collected in the debriefing phase
as well as the completion by students of an
extensive laboratory report comprising infor-
mation on the involvement in the game, skills
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