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Games-Based Learning, Destination Feedback and Adaptation: A Case Study of an Educational Planning Simulation

Games-Based Learning, Destination Feedback and Adaptation: A Case Study of an Educational Planning Simulation
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Author(s): Daniel Burgos (ATOS Origin Research & Innovation, Spain) and Christof van Nimwegen (CUO - IBBT / K.U.Leuven, Belgium)
Copyright: 2011
Pages: 12
Source title: Gaming and Simulations: Concepts, Methodologies, Tools and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-60960-195-9.ch410

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Abstract

Serious games are suitable for learning. They are a good environment for improving the learning experience. As a key part of this setting, feedback becomes a useful support for decision making and can reinforce the learning process in order to achieve certain objectives. Destination feedback allows users to draw on strategies and improve skills. However, too much feedback can make the learner too dependant on external advice when taking the next action, resulting in a weaker strategy and a lower performance. In this chapter the authors introduce a conceptual approach to feedback in E-Learning with serious games; how useful or harmful it can be in a learning process. They describe a case study carried out with a simulation of an educational planning task. The authors studied the performance of 43 learners who had, or did not have, visual destination feedback in a problem solving task. They conclude that in this context, too much assistance can be counterproductive.

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