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Lessons Learned from Implementing a Serious Game in Higher Education – A Student and Trainer Perspective

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Games and Learning Alliance (GALA 2020)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 12517))

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Abstract

Serious games (SGs) have shown great potential as student-active learning tools in education, as they enable experimentation with practice-related work environments and systems that may otherwise be challenging and/or impractical to facilitate in an educational institution. However, existing instructional design models are limited in use when it comes to how to implement and integrate SGs within the existing curricula. Furthermore, the trainer perspective is often neglected in literature about serious games. The aim of this study was to explore the experiences of both students and trainers after the implementation and use of a SG in a master level course in project management (PM). Data was collected using six focus group interviews (FGIs) comprising 38 students. In addition, trainers’ experiences were gathered as written comments to the results from the FGIs. Data was analysed using inductive content analysis. Results identified several issues related to the implementation and use of the SG that can be summarized through the following main- and subthemes; 1) Integration (introduction, facilitation, feedback and debriefing) and 2) Usability and gameplay (user interface design, learnability and use, immersion and satisfaction). Results showed that when adopting an existing SG to a course it enhances the need for a good implementation process, especially when it comes to provision of information, instructions, and feedback from trainers. Thus, the purpose of this paper is to share some of the experiences, issues and important lessons learned from the implementation to inform trainers on what to focus on when considering implementing SGs in their program.

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Author information

Authors and Affiliations

  1. Department of Working Life and Innovation, University of Agder, Jon Lilletunsvei 3, Kristiansand, Norway

    Knut Erik Bonnier

  2. Department of ICT, University of Agder, Jon Lilletunsvei 9, Kristiansand, Norway

    Rune Andersen

  3. Department of Health and Nursing Science, University of Agder, Jon Lilletunsvei 9, Kristiansand, Norway

    Hege Mari Johnsen

Authors
  1. Knut Erik Bonnier
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  2. Rune Andersen
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  3. Hege Mari Johnsen
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Corresponding author

Correspondence to Knut Erik Bonnier .

Editor information

Editors and Affiliations

  1. Le Mans University, Le Mans, France

    Iza Marfisi-Schottman

  2. University of Genoa, Genoa, Italy

    Francesco Bellotti

  3. Le Mans University, Le Mans, France

    Ludovic Hamon

  4. Open University of the Netherlands, Heerlen, The Netherlands

    Roland Klemke

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Bonnier, K.E., Andersen, R., Johnsen, H.M. (2020). Lessons Learned from Implementing a Serious Game in Higher Education – A Student and Trainer Perspective. In: Marfisi-Schottman, I., Bellotti, F., Hamon, L., Klemke, R. (eds) Games and Learning Alliance. GALA 2020. Lecture Notes in Computer Science(), vol 12517. Springer, Cham. https://doi.org/10.1007/978-3-030-63464-3_3

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  • DOI: https://doi.org/10.1007/978-3-030-63464-3_3

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-63463-6

  • Online ISBN: 978-3-030-63464-3

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