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The Value of Team-Based Mixed-Reality (TBMR) Games in Higher Education

The Value of Team-Based Mixed-Reality (TBMR) Games in Higher Education

John A. Denholm, Aristidis Protopsaltis, Sara de Freitas
Copyright: © 2013 |Volume: 3 |Issue: 1 |Pages: 16
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781466631519|DOI: 10.4018/ijgbl.2013010102
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MLA

Denholm, John A., et al. "The Value of Team-Based Mixed-Reality (TBMR) Games in Higher Education." IJGBL vol.3, no.1 2013: pp.18-33. http://doi.org/10.4018/ijgbl.2013010102

APA

Denholm, J. A., Protopsaltis, A., & de Freitas, S. (2013). The Value of Team-Based Mixed-Reality (TBMR) Games in Higher Education. International Journal of Game-Based Learning (IJGBL), 3(1), 18-33. http://doi.org/10.4018/ijgbl.2013010102

Chicago

Denholm, John A., Aristidis Protopsaltis, and Sara de Freitas. "The Value of Team-Based Mixed-Reality (TBMR) Games in Higher Education," International Journal of Game-Based Learning (IJGBL) 3, no.1: 18-33. http://doi.org/10.4018/ijgbl.2013010102

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Abstract

This paper reports on a conducted study, measuring the perceptions of post-graduate students on the effectiveness of serious games in the classroom. Four games were used (Project Management Exercise, “Winning Margin” Business Simulation, Management of Change and Management of Product Design and Development) with scenarios ranging from product design to project management. The games might be classified as Team-Based Mixed-Reality (TBMR) games. The games were conducted over the period October 2010 to May 2011and the questionnaires conducted during June 2011. The results, from a sample size of 80 of largely international students, indicated a clear ranking of emotions experienced when participating in the games with “Exciting” outweighing “Apprehensive”, “Bored” and Indifferent”. The majority of students indicated that both “their team winning” and “showing their personal competence” were important to them. However 70% said that working in teams was valuable in itself implying that team-working was a strong element in the conclusion that the games were of value. For all four games, over 60% said that conflict was valuable and over 75% said participating improved their “working in teams” skills. The value of feedback was rated highly, as was improved motivation. Over 60% said that the participation in the games was more useful than lectures on the same topic.

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