Serious games are seen to hold potential to facilitate workplace learning in a more dynamic andflexible way. This article describes an empirical study into the feasibility of an onlinecollaboration game that facilitates teachers-in-training to deal with classroom managementdilemmas. A script to support these students in carrying out such practical tasks, independent ofteacher intervention and in collaboration with peers, was designed and worked out in both a faceto-face and an online version of a ‘mastership’ game. After assigning and discussing practicaldilemmas during a small group play session, solutions are worked out individually in the form ofsmall advisory reports, and assessed by both teachers and peers (co-players in the group).Learning effects were measured and satisfaction was questioned for nine players that played theonline version and ten players that played the face-to-face version of the game. Results show thatthe collaboration of students on classroom dilemmas can indeed be successfully facilitated bythis script, and that learning results do not differ for both versions. The latter holds potential foroffering online and more flexible ways of workplace learning. Especially students playing theonline version reported needs for simpler structure and clearer task instruction. The optimal levelof structure in collaboration scripts therefore appears an issue for further study.
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