Abstract
Serious games (SG) are recognized in several domains as a promising instructional approach. When it comes to the field of Information Systems, however, they are not yet broadly investigated. Especially in business intelligence and analytics, a literature review indicates the absence of SG for proper report design. Such games, however, seem beneficial since many business reports suffer from poor business information visualization (BIV). To address this issue, the scope of the study is twofold: first, the paper presents a SG that aims to foster learning about BIV. Second, it evaluates this SG in a laboratory experiment, comparing it to a more conventional instructional approach (i.e., presentation) and testing two different versions of the game: One version integrates debriefing into the game itself, whereas the other version uses classical post hoc debriefing. Results indicate that it is favorable to integrate debriefing into the game in terms of motivation and learning outcomes. In the vein of design science research, the authors thus intend to contribute a useful artifact as well as a novel design principle for this instructional approach: Integrating debriefing into SG.
Similar content being viewed by others
References
Abt CC (1987) Serious games. University Press of America, Lanham
Arbel Y, Hong L, Baker TE, Holroyd CB (2017) It’s all about timing: an electrophysiological examination of feedback-based learning with immediate and delayed feedback. Neuropsychologia 99:179–186. https://doi.org/10.1016/j.neuropsychologia.2017.03.003
Basole RC, Bodner DA, Rouse WB (2013) Healthcare management through organizational simulation. Decis Support Syst 55(2):552–563. https://doi.org/10.1016/j.dss.2012.10.012
Beattie V, Jones MJ (2008) Corporate reporting using graphs: a review and synthesis. J Acc Lit 27:71–110
Blohm I, Leimeister JM (2013) Gamification. Wirtschaftsinformatik 55(4):275–278. https://doi.org/10.1007/s11576-013-0368-0
Boet S, Bould MD, Bruppacher HR, Desjardins F, Chandra DB, Naik VN (2011) Looking in the mirror: self-debriefing versus instructor debriefing for simulated crises. Crit Care Med 39(6):1377–1381. https://doi.org/10.1097/ccm.0b013e31820eb8be
Briggs RO, Schwabe G (2011) On expanding the scope of design science in IS research. In: Jain H, Sinha AP, Vitharana P (eds) Service-oriented perspectives in design science research: DESRIST 2011. Springer, Heidelberg, pp 92–106
Brown TA (2015) Confirmatory factor analysis for applied research, 2nd edn. Methodology in the social sciences, Guilford
Card SK, Mackinlay JD, Shneiderman B (1999) Readings in information visualization: using vision to think. Morgan Kaufmann, Burlington
Charsky D (2010) From edutainment to serious games: a change in the use of game characteristics. Games Cult 5(2):177–198. https://doi.org/10.1177/1555412009354727
Chen H, Chiang RHL, Storey VC (2012) Business intelligence and analytics: from big data to big impact. MIS Q 36(4):1165–1188
Connolly TM, Boyle EA, MacArthur E, Hainey T, Boyle JM (2012) A systematic literature review of empirical evidence on computer games and serious games. Comput Educ 59(2):661–686
Crookall D (1992) Editorial: debriefing. Simul Gaming 23(2):141–142. https://doi.org/10.1177/1046878192232001
Crookall D (2010) Serious games, debriefing, and simulation/gaming as a discipline. Simul Gaming 41(6):898–920. https://doi.org/10.1177/1046878110390784
Csikszentmihalyi M (1991) Flow: the psychology of optimal experience, vol 41. Harper Perennial, New York
de Freitas S, Gibson D, Alvarez V, Irving L, Star K, Charleer S, Verbert K (2017) How to use gamified dashboards and learning analytics for providing immediate student feedback and performance tracking in higher education. In: Barrett R, Cummings R (eds) Proceedings of the 26th international conference on world wide web companion, Geneva, pp 429–434
de Kort YAW, IJsselsteijn WA, Poels K (2007) Digital games as social presence technology: development of the social presence in gaming questionnaire (SPGQ). In: Moreno L (ed) Proceedings of the 10th annual international workshop on presence, October 25–27, 2007, Starlab, Barcelona, Spain, pp 195–203
Deci EL, Ryan RM (1985) Intrinsic motivation and self-determination in human behavior. Plenum, New York
Der Sahakian G, Alinier G, Savoldelli G, Oriot D, Jaffrelot M, Lecomte F (2015) Setting conditions for productive debriefing. Simul Gaming 46(2):197–208. https://doi.org/10.1177/1046878115576105
Deterding S, Dixon D, Khaled R, Nacke L (2011) From game design elements to gamefulness: defining “gamification”. In: Lugmayr A, Franssila H, Safran C, Hammouda I (eds) MindTrek’11. ACM, New York, pp 9–15
Faria AJ, Hutchinson D, Wellington WJ, Gold S (2009) Developments in business gaming: a review of the past 40 years. Simul Gaming 40(4):464–487
Fornell C, Larcker DF (1981) Evaluating structural equation models with unobservable variables and measurement error. J Market Res 18(1):39–50
Garris R, Ahlers R, Driskell JE (2002) Games, motivation, and learning: a research and practice model. Simul Gaming 33(4):441–467. https://doi.org/10.1177/1046878102238607
Gee JP (2003) What video games have to teach us about learning and literacy. Comput Entertain 1(1):20. https://doi.org/10.1145/950566.950595
Gefen D, Straub D (2005) A practical guide to factorial validity using PLS-graph: tutorial and annotated example. Commun Assoc Inf Syst 16(5):90–110
Grund CK (2015) How games and game elements facilitate learning and motivation: a literature review. In: Cunningham D, Hofstedt P, Meer K, Schmitt I (eds) Informatik 2015. Ges. für Informatik, Bonn, pp 1279–1293
Grund CK, Meier MC (2016) Towards game-based management decision support: using serious games to improve the decision process. In: Stelzer D, Nissen V, Straßburger S (eds) Proceedings of the Multikonferenz Wirtschaftsinformatik (MKWI) 2016, pp 155–166
Grund CK, Schelkle M (2016) Developing a serious game for business information visualization. In: Proceedings of the 22nd Americas conference on information systems (AMCIS), pp 1–4
Grund CK, Schelkle M (2017) Visualisieren spielend erlernen - Ein Serious Game zur Verbesserung von Managementberichten. In: Strahringer S, Leyh C (eds) Gamification und Serious Games: Grundlagen, Vorgehen und Anwendungen. Springer, Wiesbaden, pp 167–181
Grund CK, Tulis M (2017) Using elected elements in large-scale information systems lectures. In: Leimeister JM, Brenner W, Peters C (eds) Proceedings of the 13th international conference on Wirtschaftsinformatik, pp 776–787
Grund CK, Schelkle M, Hurm M (2017) Architecture and evaluation design of a prototypical serious game for business information visualization. In: Leimeister JM, Brenner W, Peters C (eds): Proceedings of the 13th international conference on Wirtschaftsinformatik, pp 1271–1274
Hevner AR, March ST, Park J, Ram S (2004) Design science in information systems research. MIS Q 28(1):75–105
Hichert R, Faisst J (2015) International business communication standards: IBCS Version 1.0. Proposals for the conceptual, perceptual, and semantic design of comprehensible business reports and presentations.https://www.ibcs.com/standards/. Accessed 21 Dec 2018
Hsieh H-F, Shannon SE (2005) Three approaches to qualitative content analysis. Qual Health Res 15(9):1277–1288. https://doi.org/10.1177/1049732305276687
Hu L-T, Bentler PM (1999) Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct Equ Model Multidiscip J 6(1):1–55. https://doi.org/10.1080/10705519909540118
Kickmeier-Rust MD, Albert D (2010) Micro-adaptivity: protecting immersion in didactically adaptive digital educational games. J Comput Assist Learn 26(2):95–105. https://doi.org/10.1111/j.1365-2729.2009.00332.x
Kolb DA (1984) Experiential learning: experience as the source of learning and development. Prentice-Hall, Englewood Cliffs
Krippendorff K (2004) Reliability in content analysis: some common misconceptions and recommendations. Hum Commun Res 30(3):411–433. https://doi.org/10.1111/j.1468-2958.2004.tb00738.x
Kriz WC (2010) A systemic-constructivist approach to the facilitation and debriefing of simulations and games. Simul Gaming 41(5):663–680. https://doi.org/10.1177/1046878108319867
Kusurkar RA, Ten Cate TJ, Vos CMP, Westers P, Croiset G (2013) How motivation affects academic performance: a structural equation modelling analysis. Adv Health Sci Educ 18(1):57–69. https://doi.org/10.1007/s10459-012-9354-3
Lederman LC (1992) Debriefing: toward a systematic assessment of theory and practice. Simul Gaming 23(2):145–160. https://doi.org/10.1177/1046878192232003
Legner C, Eymann T, Hess T, Matt C, Böhmann T, Drews P, Mädche A, Urbach N, Ahlemann F (2017) Digitalization: opportunity and challenge for the business and information systems engineering community. Bus Inf Syst Eng 59(4):301–308. https://doi.org/10.1007/s12599-017-0484-2
Lindsey RV, Shroyer JD, Pashler H, Mozer MC (2014) Improving students’ long-term knowledge retention through personalized review. Psychol Sci 25(3):639–647. https://doi.org/10.1177/0956797613504302
Locke EA, Latham GP (2002) Building a practically useful theory of goal setting and task motivation: a 35-year odyssey. Am Psychol 57(9):705–717. https://doi.org/10.1037/0003-066x.57.9.705
Matt C, Hess T, Benlian A (2015) Digital transformation strategies. Bus Inf Syst Eng 57(5):339–343. https://doi.org/10.1007/s12599-015-0401-5
Nadolski RJ, Hummel HGK (2017) Retrospective cognitive feedback for progress monitoring in serious games. Br J Educ Technol 48(6):1368–1379. https://doi.org/10.1111/bjet.12503
Papastergiou M (2009) Digital game-based learning in high school computer science education: impact on educational effectiveness and student motivation. Comput Educ 52(1):1–12
Pavlov OV, Saeed K, Robinson LW (2015) Improving instructional simulation with structural debriefing. Simul Gaming 46(3–4):383–403. https://doi.org/10.1177/1046878114567980
Qudrat-Ullah H (2007) Debriefing can reduce misperceptions of feedback: the case of renewable resource management. Simul Gaming 38(3):382–397. https://doi.org/10.1177/1046878107300669
Rudolph JW, Simon R, Raemer DB, Eppich WJ (2008) Debriefing as formative assessment: closing performance gaps in medical education. Acad Emerg Med 15(11):1010–1016. https://doi.org/10.1111/j.1553-2712.2008.00248.x
Ryan RM (1982) Control and information in the intrapersonal sphere: an extension of cognitive evaluation theory. J Personal Soc Psychol 43(3):450–461
Ryan RM, Deci EL (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol 55(1):68
Ryan RM, Rigby CS, Przybylski A (2006) The motivational pull of video games: a self-determination theory approach. Motiv Emot 30(4):344–360
Sheldon KM, Filak V (2008) Manipulating autonomy, competence, and relatedness support in a game-learning context: new evidence that all three needs matter. Br J Soc Psychol 47(Pt 2):267–283. https://doi.org/10.1348/014466607x238797
Steinwachs B (1992) How to facilitate a debriefing. Simul Gaming 23(2):186–195. https://doi.org/10.1177/1046878192232006
Susi T, Johannesson M, Backlund P (2007) Serious games: an overview. Technical Report HS-IKI-TR-07-001, Sweden
Tabachnick BG, Fidell LS (2013) Using multivariate statistics, 6th edn. Always Learning, Pearson
Taylor G, Jungert T, Mageau GA, Schattke K, Dedic H, Rosenfield S, Koestner R (2014) A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation. Centemp Educ Psychol 39(4):342–358
Tegarden DP (1999) Business information visualization. Commun Assoc Inf Syst 1(1):1–38
Thiagarajan S (1992) Using games for debriefing. Simul Gaming 23(2):161–173. https://doi.org/10.1177/1046878192232004
Venable J, Pries-Heje J, Baskerville R (2012) A comprehensive framework for evaluation in design science research. In: Peffers K, Rothenberger M, Kuechler B (eds) Design science research in information systems: advances in theory and practice. Springer, Berlin, pp 423–438
Ware C (2012) Information visualization: perception for design, 3rd edn. Elsevier, Amsterdam
Wigfield A, Eccles JS (2000) Expectancy—value theory of achievement motivation. Centemp Educ Psychol 25(1):68–81. https://doi.org/10.1006/ceps.1999.1015
Wouters P, van der Spek ED, van Oostendorp H (2009) Current practices in serious game research: a review from a learning outcomes perspective. In: Connolly T, Stansfield M, Boyle L (eds) Games-based learning advancements for multi-sensory human computer interfaces. Hershey, Derry Township, pp 232–250
Wu W-H, Hsiao H-C, Wu P-L, Lin C-H, Huang S-H (2012) Investigating the learning-theory foundations of game-based learning: a meta-analysis. J Comput Assist Learn 28(3):265–279. https://doi.org/10.1111/j.1365-2729.2011.00437.x
Author information
Authors and Affiliations
Corresponding author
Additional information
Accepted after one revision by Matthias Jarke.
Rights and permissions
About this article
Cite this article
Grund, C.K., Schelkle, M. Developing Serious Games with Integrated Debriefing. Bus Inf Syst Eng 62, 87–101 (2020). https://doi.org/10.1007/s12599-019-00579-2
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12599-019-00579-2