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Collaboration scripts for mastership skills: online game about classroom dilemmas in teacher education

机译：掌握技能的协作脚本：有关教师教育中课堂困境的在线游戏

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摘要

Serious games are seen to hold potential to facilitate workplace learning in a more dynamic and flexible way. This article describes an empirical study into the feasibility of an online collaboration game that facilitates teachers-in-training to deal with classroom management dilemmas. A script to support these students in carrying out such practical tasks, independent of teacher intervention and in collaboration with peers, was designed and worked out in both a face-to-face and an online version of a mastership' game. After assigning and discussing practical dilemmas during a small group play session, solutions are worked out individually in the form of small advisory reports, and assessed by both teachers and peers (co-players in the group). Learning effects were measured and satisfaction was questioned for 9 players that played the online version and 10 players that played the face-to-face version of the game. Results show that the collaboration of students on classroom dilemmas can indeed be successfully facilitated by this script, and that learning results do not differ for both versions. The latter holds potential for offering online and more flexible ways of workplace learning. Especially, students playing the online version reported needs for simpler structure and clearer task instruction. The optimal level of structure in collaboration scripts, therefore, appears an issue for further study.
机译：严肃的游戏被认为具有以更动态和更灵活的方式促进工作场所学习的潜力。本文对在线协作游戏的可行性进行了实证研究，该在线协作游戏可促进培训中的教师应对教室管理难题。设计并编写了脚本，以支持这些学生独立于老师的干预并与同伴协作来执行此类实际任务，并通过面对面和在线版本的“大师级”游戏进行了设计。在小组比赛中分配并讨论了实际的困境后，解决方案以小型咨询报告的形式单独制定，并由老师和同伴（小组中的共同参与者）进行评估。测量了学习效果，并对9位玩过网络版本的玩家和10位玩了面对面版本的玩家的满意度提出了质疑。结果表明，该脚本确实可以成功地促进学生在课堂困境中的协作，并且两种版本的学习结果没有不同。后者具有提供在线和更灵活的工作场所学习方式的潜力。特别是，玩在线版本的学生报告了对更简单的结构和更清晰的任务说明的需求。因此，协作脚本中最佳的结构级别似乎是有待进一步研究的问题。

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