Skip to main content

Debriefing and Knowledge Processing an Empirical Study About Game-Based Learning for Computer Education

Part of the Lecture Notes in Computer Science book series (LNISA,volume 11899)

Abstract

This paper deals with debriefing for game-based learning. Using a design-based research methodology, our goal consists of modeling debriefing and helping teachers to implement debriefing into their teaching practices. This model has been tested during experimentations carried out in upper secondary classes (15–17 years old) in Switzerland. Four game-based courses using the game “Programming Game” have been analyzed. In this paper we focus on the debriefing phase. In order to identify how knowledge is processed during the debriefing, we used an annotation software for categorizing interactions between the teacher and the students. Results show that practices differ among teachers regarding debriefing and that the processing of knowledge (named institutionalization) is not fully performed.

Keywords

  • Debriefing/institutionalization
  • Computational thinking
  • Game-based-learning

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-3-030-34350-7_4
  • Chapter length: 10 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   69.99
Price excludes VAT (USA)
  • ISBN: 978-3-030-34350-7
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   89.99
Price excludes VAT (USA)

Notes

  1. 1.

    ELAN is a multimedia file annotation software developed by the technical group of the Max Planck Institute for Psycholinguistics (Nijmegen, Netherlands).

References

  1. Sanchez, E.: Game-based learning. In: Tatnall, A. (ed.) Encyclopedia of Education and Information Technologies, pp. 1–9. Springer, Cham (2019). https://doi.org/10.1007/978-3-319-60013-0

    CrossRef  Google Scholar 

  2. AlbaSim: Programming Game. Serious Game (2018). https://www.albasim.ch/fr/nos-serious-games/. Accessed 14 Jan 2019

  3. Sanchez, E., Monod-Ansaldi, R., Vincent, C., Safadi-Katouzian, S.: A praxeological perspective for the design and implementation of a digital role-play game. Educ. Inf. Technol. 22, 2805–2824 (2017)

    CrossRef  Google Scholar 

  4. Wing, J.M.: Computational thinking. Commun. ACM 49(3), 33–35 (2006)

    CrossRef  Google Scholar 

  5. Csizmadia, A., et al.: Computational Thinking: A Guide for Teachers, Computing at School. Hodder Education (2015)

    Google Scholar 

  6. Krauss, J., Prottsman, K.: Computational Thinking and Coding for Every Student: The Teacher’s Getting-Started Guide, Teachers Guide edn. Corwin, Thousand Oaks (2016)

    Google Scholar 

  7. Brousseau, G.: Théorie des situations didactiques. La pensée sauvage, Grenoble (1998)

    Google Scholar 

  8. Lederman, L.: Intercultural communication, simulation and the cognitive assimilation of experience: an exploration of the post-experience analytic process. Presented to Conference of the Speech Communication Association of Puerto Rico San Juan (1983)

    Google Scholar 

  9. Sanchez, E., Plumettaz-Sieber, M.: Teaching and learning with escape games from debriefing to institutionalization of knowledge. In: Games and Learning Alliance, pp. 242–253 (2019)

    Google Scholar 

  10. Brousseau, G.: Glossaire de quelques concepts de la théorie des situations didactiques en mathématiques (2010)

    Google Scholar 

  11. Parlebas, P.: Un modèle d’entretien hyper-directif: La maïeutique de Socrate. Revue française de pédagogie 51, 4–19 (1980)

    CrossRef  Google Scholar 

  12. Sensevy, G.: Théories de l’action et action du professeur. In: Baudouin, J., Friederich, J. (eds.) Théories de l’action et éducation. De Boeck Supérieur, Bruxelles (2001)

    Google Scholar 

  13. Bessot, A., et al.: Décisions didactiques des enseignants de sciences. In: Problèmes du rapport scolaire et social aux mathématiques : identification des causes et propositions de solutions, Lyon (2013)

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Maud Plumettaz-Sieber .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this paper

Verify currency and authenticity via CrossMark

Cite this paper

Plumettaz-Sieber, M., Bonnat, C., Sanchez, E. (2019). Debriefing and Knowledge Processing an Empirical Study About Game-Based Learning for Computer Education. In: Liapis, A., Yannakakis, G., Gentile, M., Ninaus, M. (eds) Games and Learning Alliance. GALA 2019. Lecture Notes in Computer Science(), vol 11899. Springer, Cham. https://doi.org/10.1007/978-3-030-34350-7_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-34350-7_4

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-34349-1

  • Online ISBN: 978-3-030-34350-7

  • eBook Packages: Computer ScienceComputer Science (R0)