Game Development Reference
In-Depth Information
Conclusion of Beware Evaluation
its design and pedagogical objectives - teaching
the process of designing a new product in a mul-
tidisciplinary and collaborative way. The pattern
of communication between the game participants
was as expected according to theory. The analysis
of cognitive change showed that Cosiga delivered
learning benefits and also that the actual design
of the game had effects too (for example the em-
phasis on product cost was reduced after game
play, as there is no mention of product cost in the
game itself). Thus the cognitive evaluation was
a powerful tool for fine tuning the pedagogical
outcomes of serious games in a scientific manner.
The analysis of situational awareness showed
that games played by virtual teams suffered a
performance loss compared to collocated teams.
There is potential to use Cosiga as an experimen-
tal platform to investigate the impact of different
communication means upon this performance gap.
The results of such experimentation could then
be used to give recommendations for improving
virtual team performance.
The results of the evaluation of the Beware,
risk management game, show that it is possible to
use a game in order to increase the awareness of
risks in production networks. However, the learn-
ing outcome depends on whether the participants
find the game fascinating/challenging and whether
they have the expected level of knowledge in
the topics dealt with by the game. Therefore, the
success of a game is based upon its adaptability
and portability, so that the game always fits the
requirements of the target group. Furthermore, it
stresses the impact that the communication and
collaboration levels have on the arising risks as
well as on the possibility of the users to identify
the risks at an early stage. The less communica-
tion, the more severe is the impact of the risks
before they are discovered.
In conclusion we can say that it is a lot of
work to measure learning effects especially for
collaborative games. It requires careful prepara-
tion of the research instruments (questionnaires,
etc) and disciplined application during gaming
The results showed that especially for students
without any, or with a little, knowledge of a
specific topic, it is important to make their task
more visible during the first level of the Beware
game. Furthermore, it was seen that the process
of playing one game, debriefing it, and then
playing another game level helps to increase the
performance on the second game because of the
transfer of knowledge from one game to another
through debriefing. The participants identified the
risks, as well as developed strategies for reducing
the collaboration risks to a much higher degree
in the second game. The continuous evaluation
of the learning effect demonstrates that the time
requested to transfer information into knowledge
not only depends on the essential debriefing phase,
but also relies on the experience that the partici-
pant already has, and that this needs to be taken
into consideration at an early stage. Based upon
the last changes to the gaming workshop setting
and also the use of the facilitator tool there has
been a positive impact on the learning outcomes.
DISCUSSION & CONCLUSION
This chapter has presented the evaluation methods
and findings of two serious games for teaching
production/ engineering at university level. The
decision to adopt serious games in this context was
driven by the need to teach the appreciation of the
operation of engineering management processes
in a practical way - it is difficult for engineering
students to gain such experience during place-
ments in companies (due to the short period of
placements and the risks of making mistakes).
Serious games provide a way to deliver an ex-
perience of engineering processes in a risk free
environment, which allows experimentation and
learning by doing.
The results of the Cosiga, new product devel-
opment simulation game, showed that it fulfilled
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