Abstract
Our research work deals with the development of new learning environments, and we are particularly interested in studying the different aspects linked to users’ collaboration in these environments. We believe that game-based learning can significantly enhance learning and can also be used in industry. Although the students appreciate this approach, there is an obvious need for information about students’ skills, especially for the teacher. In our approach, the users may interact directly with each other and in the game with a professional business tool. These tools are equipped to be traced, and we can thus update the user model of the students when particular events occur, by using both data collected from traces resulting from the collaborative learning activity and information collected from the specific business tool integrated in the game. In this chapter, we focus on the teacher’s need for information when the students are using a specific but external professional business tool in the product lifecycle management domain. The “learning adventure” environment that we describe is a generic game-based platform allowing to set up a collaborative learning session with observation facilities of the system. The aim of this chapter concerns the application of such serious game environment to a concrete problem: to support organisational change in industry by helping to understand product lifecycle management (PLM). Real experiments have been made at our university in the PLM domain and in industry with the help of a company validating the feasibility of the approach.
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
Notes
- 1.
The user plays the role of a specific character represented by an avatar who evolves during the game (skills, behaviours, appearance, etc.).
- 2.
Industrial partners of this research work are belonging to this type of enterprises.
- 3.
The environment is generic and each pedagogical scenario implemented in it represents a learning session (corresponding to a “classical” course without such a numeric environment).
- 4.
References
Amory, A., Naicker, K., Vincent, J., & Adams, C. (1999). The use of computer games as an educational tool: Identification of Appropriate Game Types and Game Elements. British Journal of Educational Technology, 30(4), 311–321.
Baptista, R., & Vaz de Carvalho, C. (2008). Funchal 500 years: Learning through role play games. In Proceedings of ECGBL’08, Barcelona.
Bisognin, L., Carron, T., & Marty, J. -C. (2010). Learning games factory: Construction of learning games using a component-based approach. In Proceedings of European conference on games based learning (ECGBL), Copenhagen.
Carron, T., Marty, J.-C., & Heraud, J. -M. (2008). Teaching with game based learning management systems: Exploring and observing a pedagogical dungeon. Simulation & Gaming Special issue on eGames and Adaptive eLearning, 39(3), 353–378.
Carron, T., Marty, J. C., Heraud, J. M., & France, L. (2006). Helping the teacher to re-organize tasks in a collaborative learning activity: An agent based approach. In Sixth IEEE international conference on advanced learning (ICALT’06), Kerkrade, pp. 552–554.
de Kort, Y. A. W., & Ijsselsteijn, W. A. (2008). People, places, and play: Player experience in a socio-spatial context. Computers in Entertainment, 6(2), 1–31.
Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds.), Learning in humans and machine: Towards an interdisciplinary learning science (pp. 189–211). Oxford: Elsevier.
Fink, J., & Kobsa, A. (2000). A review and analysis of commercial user modeling servers for personalization on the World Wide Web. User Modeling and User-Adapted Interaction, Special Issue on Deployed User Modeling, 10(2–3), 209–249.
France, L., Heraud, J. -M., Marty, J. -C., Carron, T., & Heili, J. (2006). Monitoring virtual classroom: Visualization techniques to observe student activities in an e-learning system. In IEEE international conference on advanced learning (ICALT’06). IEEE Computer Society, pp. 716–720.
Galarneau, L., & Zibit, M. (2007). Online game for 21st century skills. In D. Gibson, C. Aldrich, & M. Prensky (Eds.), Games and simulations in online learning: Research and development frameworks (pp. 59–88). Hersey: Information Science.
Gendron, E., Carron, T., & Marty, J. -C. (2008, October). Collaborative indicators in Learning Games: An immersive factor. In 2nd European conference on games based learning, Barcelona.
Gutwin, C., & Greenberg, S. (2002). A descriptive framework of workspace awareness for real-time groupware. In Computer supported cooperative work (Vol. 11, pp. 411–446). Dordrecht: Kluwer.
Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, Advancing Educational Research on Computer-Supported Collaborative Learning (CSCL) through the use of gStudy CSCL Tools, 26(5), 794–805.
Hijon, R., & Carlos, R. (2006). E-learning platforms analysis and development of students tracking functionality. In Proceedings of the 18th world conference on educational multimedia, hypermedia & telecommunications, pp. 2823–2828.
Kadiri, S., Pernelle, P., Delattre, M., & Bouras, A. (2009). Current situation of PLM systems in SME/SMI: Survey’s results and analysis. In PLM’09, Bath, UK.
Kian-Sam, H., & Chee-Kiat, K. (2002). Computer anxiety and attitudes toward computers among rural secondary school teachers: A Malaysian perspective. Journal of Research on Technology in Education, 35(1), 27–49.
Marty, J.-C., & Carron, T. (2011). Observation of collaborative activities in a game-based learning platform. Transactions on Learning Technologies (TLT), 4(1), 98–110.
Marty, J. -C., Carron, T., & Heraud, J. -M. (2009). Traces and Indicators: Fundamentals for regulating learning activities. In Teachers and teaching: Strategies, innovations and problem solving (pp. 323–349). New York: Nova.
Prensky, M. (2000). Digital game-based learning. New York: MacGraw Hill.
Vygotski, L. S. (1934). Language and thought. Moscow: Gosizdat.
Yu, T. W. (2009). Learning in the virtual world: The pedagogical potentials of massively multiplayer online role playing games. International Education Studies, 2(1), 32–38.
Acknowledgments
We would like to thank the French Ministry for the Economy, Industry and Employment (DGCIS) for the support in the PEGASE project. We would like also to thank G. Dalla Costa, J. Depoil, L. Kepka and L. Michea for their great help in developing the learning adventure platform.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media New York
About this chapter
Cite this chapter
Carron, T., Pernelle, P., Marty, JC. (2013). A Serious Game Environment to Support Organisational Changes in Enterprise. In: Sampson, D., Isaias, P., Ifenthaler, D., Spector, J. (eds) Ubiquitous and Mobile Learning in the Digital Age. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3329-3_16
Download citation
DOI: https://doi.org/10.1007/978-1-4614-3329-3_16
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-3328-6
Online ISBN: 978-1-4614-3329-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)