Tölvumál - 01.10.2012, Síða 16

Tölvumál - 01.10.2012, Síða 16
16 Games have been played since the earliest stages of civilization. Games are not only an interaction activity but also a learning activity both for children and adults. The study of the effectiveness and game dynamics when using games for learning purposes has led to the development of the Game Based Learning (GBL) research. In the last decades we have experienced a digital revolution that has transformed not only the way we communicate but also the context of our games. Because of the current diversity of game contexts, we analyse the games according to their modality as face-to-face games, compared to digital or computer- based games. The studies related to GBL have been developed both in face-to-face contexts (Carlson, 1969) and computer- based contexts (Prensky, 2001). In the context of GBL, we consider the relevance of analysing the differences in the students’ performance when playing in a face-to-face context and their performance in the computer-based scenario, in order to study how the game modality is affecting the learners’ performance. This analysis could contribute to identify the participants’ performance differences whether the interaction among peers playing collaboratively takes place face-to-face or through online via chat. Moreover, the learning experience in both modalities is analysed considering the relevance of the easy-of-use, acceptability and utility perceived by the learners’ after their performance, together with the future uses of the games. In this study we analyse a finance game initially designed as a face-to-face activity that has been developed as a computer- based game. This process aimed to facilitate the use of the game in virtual contexts beyond the time and space constraints of a physical classroom. Furthermore, designers aimed to take advantage of the Serious Games (SG) approaches to enhance both the learning experience and performance, through active learning methodologies such problem solving and decisions’ making theories (Foreman, 2003). In the context of management education, GBL may be considered as a learning environment contributing to enhance the fulfilment of educational objectives through game play (Kim, Park, & Baek, 2009). One of the main concerns when transposing the face-to-face activity into a computer-based environment was to enhance, or at least maintain, learners’ performance and their learning experience. Likewise well-designed computer-based learning environments have an effect on the learning performance poorly designed ones could lead to negative outcomes. In this line, Computer Learning Environments (CLE) ought to be designed aiming to achieve a correct level of usability, utility and acceptability in order to enhance the learning objectives (Fuentes, Romero, & Serrano, 2011) while supporting the instructional design. Usability is achieved by “making systems easy to learn and easy to use” (Preece et al., 1994, p.14), utility is the relevance or efficiency of the CLE (Tricot, 2007) and practical acceptability is related to the robustness and reliability of CLE. With these objectives in mind, the face-to-face game was redesigned as a computer-based game in a 2 stage process. In the very first stage, the game was designed as a table game, in order to test and validate it with real students (n=18) interacting in a face-to-face context. Next, it was Padrós, A., Romero, M., Usart, M. Educational Innovation Academic Quality Unit (DIPQA) ESADE Business & Law School – Universitat Ramon Llull, Barcelona, Catalonia, Spain CompaRing leaRneRs’ peRFoRmanCe in a FaCe­to­FaCe Context and a ComputeR based seRious game in FinanCe

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