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Letting the students create and the teacher play: Expanding the roles in serious gaming
University of Skövde, School of Humanities and Informatics. University of Skövde, The Informatics Research Centre.
University of Skövde, School of Humanities and Informatics. University of Skövde, The Informatics Research Centre.
2011 (English)In: Proceedings of the Academic Mind Trek Conference (MindTrek'11), ACM Press, 2011, 63-70 p.Conference paper, (Refereed)
Abstract [en]

In this paper we describe four player roles in game-based learning and training, namely student player, student author, teacher player and teacher author. By this, we want to emphasise the creative and collaborative nature of gameplay, such as in-game feedback, scenario creation and “puckstering“, that put students and teachers, not on opposite sides of a spectrum, but as members of a community of practice with varying degrees of expertise. Using these four player roles as a basis for analysis, we have observed training sessions for vocational education within military and rescue contexts. The result is multifaceted insights into both the strengths and draw-backs of incorporating these roles into a serious game.

Place, publisher, year, edition, pages
ACM Press, 2011. 63-70 p.
Keyword [en]
Game-based learning, Game-based training, Player-centred design, Player roles, Serious games
National Category
Computer and Information Science
Research subject
Technology
Identifiers
URN: urn:nbn:se:his:diva-5605Scopus ID: 2-s2.0-84860659975ISBN: 978-1-4503-0816-8 OAI: oai:DiVA.org:his-5605DiVA: diva2:509092
Conference
The Academic Mind Trek Conference (MindTrek'11)
Available from: 2012-03-12 Created: 2012-03-12 Last updated: 2013-03-08

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Alklind Taylor, Anna-SofiaBacklund, Per
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Citation style
  • apa
  • harvard1
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  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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