Present or Play: The Effect of Serious Gaming on Demonstrated Behaviour

Tom van Dijk, Antonius A.M. Spil, Sanne van der Burg, Ivo Wenzler, Simon Dalmolen

Research output: Contribution to journalArticleAcademicpeer-review

4 Citations (Scopus)

Abstract

Serious gaming is one of the newest developments in the world of learning and is gaining increasing attention within the business environment. Although many practitioners claim that serious gaming has more impact on demonstrated behaviour of trainees when compared to common presentations, little evidence exists. In this paper, the authors present an experiment that builds a foundation for proving that serious gaming is more effective than presentations in ensuring people demonstrate a specific set of behaviours within a training setting. The experiment involved addressing the same content a number of times by either holding a presentation or playing a serious game. Consequently, participants' behaviour was measured within a business simulation environment. Results demonstrate that experiencing failure is an important element of learning and that most learning occurs during a game debriefing when participants reflect on their experiences. The importance of learning elements like goal setting, feedback and challenge is demonstrated as well.
Original languageEnglish
Pages (from-to)-
Number of pages15
JournalInternational journal of game-based learning
Volume5
Issue number2
DOIs
Publication statusPublished - 2015

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Learning
present
learning
experiment
trainee
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evidence
experience
time

Keywords

  • METIS-311103
  • IR-96666

Cite this

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Present or Play: The Effect of Serious Gaming on Demonstrated Behaviour. / van Dijk, Tom; Spil, Antonius A.M.; van der Burg, Sanne; Wenzler, Ivo; Dalmolen, Simon.

In: International journal of game-based learning, Vol. 5, No. 2, 2015, p. -.

Research output: Contribution to journalArticleAcademicpeer-review

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