Skip to main content

Participant Centred Framework to Support the Digital Transformation of Boardgames for Skill Development

  • Conference paper
  • First Online:
Serious Games (JCSG 2021)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 12945))

Included in the following conference series:

Abstract

As a pandemic spread throughout the world in 2020, restricting possibilities of physical presence, ‘going digital’ became acutely necessary for analogue serious game providers. Digitalization of analogue serious games based on player interaction is an arduous task requiring a substantial rethinking of the relationship between players, the facilitator(s), the game, and technology. Empirical research on the matter is inadequate, leaving practitioners without proper guidance in carrying out the digitalization process. This paper presents a novel framework, called the ‘Participant Centred Framework’, that can aid in moving from the analogue to the digital medium. The framework consists of several categories of relationships we believe instrumental in reimagining games for the digital realm. For each of these categories, several factors or topics to consider are included. The Participant Centred Framework is presented alongside a detailing of what we learned during our own, iterative digitalization process – mapped to the categories and factors of the framework.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 44.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 59.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. van Haaften, M.A., Lefter, I., Lukosch, H., van Kooten, O., Brazier, F.: Do gaming simulations substantiate that we know more than we can tell? Simul. Gaming 1–23 (2020). https://doi.org/10.1177/1046878120927048

  2. Wallace, J.R., et al.: Exploring automation in digital tabletop board game. In: Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work Companion, pp. 231–234. ACM, Seattle (2012). https://doi.org/10.1145/2141512.2141585

  3. Kriz, W.C.: Gaming in the time of COVID-19. Simul. Gaming. 51, 403–410 (2020). https://doi.org/10.1177/1046878120931602

    Article  Google Scholar 

  4. Rogerson, M.J., Gibbs, M., Smith, W.: “I love all the bits”: the materiality of boardgames. In: Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, pp. 3956–3969. ACM (2016). https://doi.org/10.1145/2858036.2858433

  5. Arnab, S., Clarke, S.: Towards a trans-disciplinary methodology for a game-based intervention development process: towards a trans-disciplinary methodology. Br. J. Educ. Technol. 48, 279–312 (2017). https://doi.org/10.1111/bjet.12377

    Article  Google Scholar 

  6. Hunicke, R., LeBlanc, M., Zubek, R.: MDA: a formal approach to game design and game research. In: Proceedings of the AAAI Workshop on Challenges in Game AI, pp. 1–5. AAAI (2004)

    Google Scholar 

  7. Winn, B.M.: The design, play, and experience framework. In: Handbook of Research on Effective Electronic Gaming in Education, pp. 1010–1024. IGI Global (2009). https://doi.org/10.4018/978-1-59904-808-6.ch058

  8. Rooney, P.: A theoretical framework for serious game design: exploring pedagogy, play and fidelity and their implications for the design process. Int. J. Game-Based Learn. 2, 41–60 (2012). https://doi.org/10.4018/ijgbl.2012100103

    Article  Google Scholar 

  9. Knowles, M.S.: The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Routledge, Oxford (2015). https://doi.org/10.4324/9781315816951

    Book  Google Scholar 

  10. Kolb, A.Y.: The evolution of a conversational learning space. In: Baker, A.C., Jensen, P.J., Kolb, D.A. (eds.) Conversational Learning: An Experiential Approach to Knowledge Creation, pp. 67–100. Quorum Books, Westport (2002)

    Google Scholar 

  11. Kolb, D.A.: Experiential Learning: Experience as the Source of Learning and Development. Pearson Education Inc, Upper Saddle River (2015)

    Google Scholar 

  12. Brown, J.S., Collins, A., Duguid, P.: Situated cognition and the culture of learning. Educ. Res. 18, 32–42 (1989)

    Article  Google Scholar 

  13. Rogoff, B.: Cognition as a collaborative process. In: Damon, W., Kuhn, D., Siegler, R.S. (eds.) Handbook of Child Psychology, Cognition, Perception, and Language, vol. 2, pp. 679–744. Wiley, New York (1998)

    Google Scholar 

  14. Barrows, H.S., Tamblyn, R.M.: Problem-based Learning: An Approach to Medical Education. Springer , New York (1980)

    Google Scholar 

  15. Hmelo-Silver, C.E.: Problem-based learning: what and how do students learn? Educ. Psychol. Rev. 16, 235–266 (2004). https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

    Article  Google Scholar 

  16. Bandura, A.: Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall, Englewood Cliffs (1986)

    Google Scholar 

  17. Lave, J., Wenger, E.: Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge (1991). https://doi.org/10.1017/CBO9780511815355

    Book  Google Scholar 

  18. Nonaka, I., Takeuchi, H.: The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York (1995)

    Google Scholar 

  19. Hackman, J.R.: Collaborative Intelligence: Using Teams to Solve Hard Problems. Berrett-Koehler Publishers, San Francisco (2011)

    Google Scholar 

  20. Schwarz, R.M.: The Skilled Facilitator: A Comprehensive Resource for Consultants, Facilitators, Coaches, and Trainers. Jossey-Bass, San Francisco (2017)

    Google Scholar 

  21. Walker, C.J.: Experiencing flow: is doing it together better than doing it alone? J. Posit. Psychol. 5, 3–11 (2010). https://doi.org/10.1080/17439760903271116

    Article  Google Scholar 

  22. Schwägele, S., Zürn, B., Lukosch, H.K., Freese, M.: Design of an impulse-debriefing-spiral for simulation game facilitation. Simul. Gaming. (2021). https://doi.org/10.1177/10468781211006752

  23. Sweller, J.: Cognitive load during problem solving: effects on learning. Cogn. Sci. 12, 257–285 (1988). https://doi.org/10.1207/s15516709cog1202_4

    Article  Google Scholar 

Download references

Acknowledgements

The authors wish to thank all play testers for providing the necessary feedback to execute the digital transformation.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to H. Almås .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Almås, H., Hakvåg, M., Oliveira, M., Torvatn, H. (2021). Participant Centred Framework to Support the Digital Transformation of Boardgames for Skill Development. In: Fletcher, B., Ma, M., Göbel, S., Baalsrud Hauge, J., Marsh, T. (eds) Serious Games. JCSG 2021. Lecture Notes in Computer Science(), vol 12945. Springer, Cham. https://doi.org/10.1007/978-3-030-88272-3_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-88272-3_7

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-88271-6

  • Online ISBN: 978-3-030-88272-3

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics