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Self-led written debriefing as a scaffold for serious games on individual learning outcomes
Qureshi, S.J. (2022) Self-led written debriefing as a scaffold for serious games on individual learning outcomes.
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| Abstract: | Serious Games refer to games that are used primarily to provide educational value. It is suggested that the potential of serious games can be increased when combined with scaffolds such as debriefing. Debriefing is a process of turning the game experience into an intended discussion and analysis to improve learning. This study addresses multiple ways through which debriefing can be occurred but narrows its scope to a self-led written form of debriefing. The serious game in question is A.I. for Oceans – a game about an A.I. bot that teaches the fundamentals of machine learning such as training data & bias, and its impact on society. The study seeks to investigate the effect of self-led written debriefing and serious games on the learning outcomes of learners when compared to those who rely solely on serious games (n=68). The primary conclusion of the study is that respondents within the self-led written debriefing condition showed substantially higher learning outcome than those who relied only on serious games. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/92845 |
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