Abstract
In this paper, we focus on a new type of emerging learning games: Social Learning Games (SLG). We define SLG as games that enhance learning by offering educational contents according to a learning scenario and by supporting a community that offers condition for social learning. Leaning upon this analysis, we propose a model of SLG, which relies on five components: decision-making, contextual discussions, social capital, educational feedback and dashboard. We highlight the learning possibilities offered by this design approach, such as stimulating learners throughout decision-making process and cultivating learners’ engagement in the game. This theoretical contribution has been integrated into a Social Learning Game called CIBUS dedicated to the field of entrepreneurship. We present the specific structure of the learning scenario that allows the regulation of the progress of the learners in the game, by giving freedom in the participation in the community. Finally, we explain how the design approaches we propose allow supporting three levels of learning involved in the game: individual, within the group, and within the community.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Michael, D., Chen, S.: Serious Games: Games That Educate, Train, and Inform. Course Technology PTR (2005)
Susi, T., Johannesson, M., Backlund, P.: Serious games – An overview. School of Humanities and Informatics, University of Skövde, Sweden (2007)
Flynn, R., McKinnon, L., Bacon, E., Webb, J.: Maritime City: Using Games Technology to Train Social Workers – Some Initial Results. In: Anacleto, J.C., Fels, S., Graham, N., Kapralos, B., Saif El-Nasr, M., Stanley, K. (eds.) ICEC 2011. LNCS, vol. 6972, pp. 415–418. Springer, Heidelberg (2011)
Rosenbloom, A.: Interactive immersion in 3D graphics. Communications of the ACM 47, 28–31 (2004)
Purdy, J.A.: Serious Games: Getting Serious About Digital Games in Learning. Corporate University Journal 1, 3–6 (2007)
Marty, J.-C., Carron, T.: Observation of Collaborative Activities in a Game-Based Learn-ing Platform. IEEE Transactions on Learning Technologies 4, 98–110 (2011)
Squire, K., Jenkins, H.: Harnessing the power of games in education. Insight 3, 5–33 (2003)
Kirriemuir, J., McFarlane, A.: Literature Review in Games and Learning. Futurelab, Bristol (2004)
Bodin, M., Marty, J.-C., Carron, T.: Specifying Collaborative Tools in Game-Based Learning Environments: Clues from the trenches. In: European Conference on Game Based Learning 2011, pp. 46–56. Academic Publishing International, Athenes (2011)
Araya, R., Jiménez, A., Bahamondez, M., Dartnell, P., Soto-Andrade, J., González, P., Calfucura, P.: Strategies Used by Students on a Massively Multiplayer Online Mathematics Game. In: Leung, H., Popescu, E., Cao, Y., Lau, R.W.H., Nejdl, W. (eds.) ICWL 2011. LNCS, vol. 7048, pp. 1–10. Springer, Heidelberg (2011)
Benassi, A., Orlandi, C., Cantamesse, M., Galimberti, C., Giacoma, G.: World of Warcraft in the Classroom: A Research Study on Social Interaction Empowerment in Secondary Schools. In: European Conference on Game Based Learning 2011, pp. 35–45. Academic Publishing International, Athenes (2011)
Jang, Y., Ryu, S.: Exploring game experiences and game leadership in massively multi-player online role-playing games. British Journal of Educational Technology 42, 616–623 (2011)
Johnson, N., Xu, C., Zhao, Z., Ducheneaut, N., Yee, N., Tita, G., Hui, P.: Human group formation in online guilds and offline gangs driven by a common team dynamic. Physical Review E 79 (2009)
Egenfeldt-Nielsen, S.: Overview of research on the educational use of video games. Digital Kompetanse 1, 184–213 (2006)
Wenger, E.: Communities of practice: learning as a social system. The Systems Thinker 9, 5 (1998)
Preece, J.: Sociability and usability in online communities: Determining and measuring success. Behavior and Information Technology 20(5), 347–356 (2001)
Garrot, E., George, S., Prévôt, P.: Supporting a Virtual Community of Tutors in Experience Capitalizing. International Journal of Web Based Communities (IJWBC) 5(3), 407–427 (2009)
Kamal, N., Fels, S., Ho, K.: Online social networks for personal informatics to promote positive health behavior. In: Proceedings of Second ACM SIGMM Workshop on Social Media, pp. 47–52. ACM, New York (2010)
Michel, C., Lavoué, E.: KM and Web 2.0 Methods for Project-Based Learning. In: Ifenthaler, D., Isaias, P., Spector, J.M., Kinshuk, S.D. (eds.) MEShaT: a Monitoring and Experience Sharing Tool. Multiple Perspectives on Problem Solving and Learning in the Digital Age, pp. 49–66. Springer, Heidelberg (2011)
Johnson, S.: Everything Bad Is Good for You: How Today’s Popular Culture Is Actually Making Us Smarter. Riverhead Hardcover (2005)
Lavoué, É.: Social Tagging to Enhance Collaborative Learning. In: Leung, H., Popescu, E., Cao, Y., Lau, R.W.H., Nejdl, W. (eds.) ICWL 2011. LNCS, vol. 7048, pp. 92–101. Springer, Heidelberg (2011)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Lavoué, É. (2012). Towards Social Learning Games. In: Popescu, E., Li, Q., Klamma, R., Leung, H., Specht, M. (eds) Advances in Web-Based Learning - ICWL 2012. ICWL 2012. Lecture Notes in Computer Science, vol 7558. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-33642-3_18
Download citation
DOI: https://doi.org/10.1007/978-3-642-33642-3_18
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-33641-6
Online ISBN: 978-3-642-33642-3
eBook Packages: Computer ScienceComputer Science (R0)