Educational Serious Games Enhance Social Intelligence Through Collective Action

Walter Nuninger () and Jean-Marie Châtelet
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Walter Nuninger: CRIStAL - Centre de Recherche en Informatique, Signal et Automatique de Lille - UMR 9189 - Centrale Lille - Université de Lille - CNRS - Centre National de la Recherche Scientifique
Jean-Marie Châtelet: Université de Lille

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Abstract: Pedagogical serious games sound like up-to-date pedagogical devices for learning efficiency. But the challenge of higher performance in HE lies in tailored pedagogical devices and their usage for the learning goal; a choice to consider according to the training specifications (learning outcome), the learners' needs, and the trainer's expertise (tailored approach). The guidance by the trainer is a value-added, but a risk-taking activity changing the paradigm with the trainee. Digital integration into serious games is a 4-dimension transition: 1) group characterization facilitation for social intelligence, 2) subliminal learning in a virtual environment for commitment, 3) trainer dashboard based on individual e-preparation for feedback priorization, and 4) automation of events for gameplay and increasing skills. The splitting of space and time constraints is a new opportunity that challenges the trainer's role, changing the usual balance during face-to-face training. The proposed standard for hybrid PSG design should overcome the gaps and guarantee a real benefit from digital technology.

Date: 2020
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Published in Handbook of Research on Operational Quality Assurance in Higher Education for Life-Long Learning, IGI Global, pp.212-242, 2020, Advances in Higher Education and Professional Development, ⟨10.4018/978-1-7998-1238-8.ch009⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-03711897

DOI: 10.4018/978-1-7998-1238-8.ch009

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