Perceived Sociability and Social Presence in a Collaborative Serious Game
Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while i...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Oksanen, Kimmo [verfasserIn] Ha§ma§la§inen, Raija [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2013 |
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| Umfang: |
1 Online-Ressource |
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| Übergeordnetes Werk: |
Enthalten in: International journal of game-based learning - Hershey, Pa : IGI Global, 2011, 3(2013), 1, Seite 34-50 |
|---|---|
| Übergeordnetes Werk: |
volume:3 ; year:2013 ; number:1 ; pages:34-50 |
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| DOI / URN: |
10.4018/ijgbl.2013010103 |
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| 520 | |a Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported playerś socio-emotional processes by eliciting studentś social presence and sociability. This has been further shown to play an important role in the emergence of social interaction and collaborative learning. These results can be applied in the design of collaborative educational games that support social aspects of collaborative learning | ||
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10.4018/ijgbl.2013010103 doi (DE-627)NLEJ25180464X (VZGNL)10.4018/ijgbl.2013010103 DE-627 ger DE-627 rakwb eng Oksanen, Kimmo verfasserin aut Perceived Sociability and Social Presence in a Collaborative Serious Game 2013 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported playerś socio-emotional processes by eliciting studentś social presence and sociability. This has been further shown to play an important role in the emergence of social interaction and collaborative learning. These results can be applied in the design of collaborative educational games that support social aspects of collaborative learning Collaborative Serious Game Computer-Supported Collaborative Learning Perceived Sociability Serious Game Experiences Social Presence Ha§ma§la§inen, Raija verfasserin aut Enthalten in International journal of game-based learning Hershey, Pa : IGI Global, 2011 3(2013), 1, Seite 34-50 Online-Ressource (DE-627)NLEJ244419000 (DE-600)2703300-4 2155-6857 nnns volume:3 year:2013 number:1 pages:34-50 http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijgbl.2013010103 X:IGIG Verlag Deutschlandweit zugänglich http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijgbl.2013010103&buylink=true Abstract ZDB-1-GIS GBV_NL_ARTICLE AR 3 2013 1 34-50 |
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10.4018/ijgbl.2013010103 doi (DE-627)NLEJ25180464X (VZGNL)10.4018/ijgbl.2013010103 DE-627 ger DE-627 rakwb eng Oksanen, Kimmo verfasserin aut Perceived Sociability and Social Presence in a Collaborative Serious Game 2013 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported playerś socio-emotional processes by eliciting studentś social presence and sociability. This has been further shown to play an important role in the emergence of social interaction and collaborative learning. These results can be applied in the design of collaborative educational games that support social aspects of collaborative learning Collaborative Serious Game Computer-Supported Collaborative Learning Perceived Sociability Serious Game Experiences Social Presence Ha§ma§la§inen, Raija verfasserin aut Enthalten in International journal of game-based learning Hershey, Pa : IGI Global, 2011 3(2013), 1, Seite 34-50 Online-Ressource (DE-627)NLEJ244419000 (DE-600)2703300-4 2155-6857 nnns volume:3 year:2013 number:1 pages:34-50 http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijgbl.2013010103 X:IGIG Verlag Deutschlandweit zugänglich http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijgbl.2013010103&buylink=true Abstract ZDB-1-GIS GBV_NL_ARTICLE AR 3 2013 1 34-50 |
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Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported playerś socio-emotional processes by eliciting studentś social presence and sociability. This has been further shown to play an important role in the emergence of social interaction and collaborative learning. These results can be applied in the design of collaborative educational games that support social aspects of collaborative learning |
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Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported playerś socio-emotional processes by eliciting studentś social presence and sociability. This has been further shown to play an important role in the emergence of social interaction and collaborative learning. These results can be applied in the design of collaborative educational games that support social aspects of collaborative learning |
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Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported playerś socio-emotional processes by eliciting studentś social presence and sociability. This has been further shown to play an important role in the emergence of social interaction and collaborative learning. These results can be applied in the design of collaborative educational games that support social aspects of collaborative learning |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ25180464X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20231205143909.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">231128s2013 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.4018/ijgbl.2013010103</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ25180464X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(VZGNL)10.4018/ijgbl.2013010103</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Oksanen, Kimmo</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Perceived Sociability and Social Presence in a Collaborative Serious Game</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2013</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported playerś socio-emotional processes by eliciting studentś social presence and sociability. This has been further shown to play an important role in the emergence of social interaction and collaborative learning. These results can be applied in the design of collaborative educational games that support social aspects of collaborative learning</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Collaborative Serious Game</subfield><subfield code="a">Computer-Supported Collaborative Learning</subfield><subfield code="a">Perceived Sociability</subfield><subfield code="a">Serious Game Experiences</subfield><subfield code="a">Social Presence</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Ha§˜ma§˜la§˜inen, Raija</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">International journal of game-based learning</subfield><subfield code="d">Hershey, Pa : IGI Global, 2011</subfield><subfield code="g">3(2013), 1, Seite 34-50</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ244419000</subfield><subfield code="w">(DE-600)2703300-4</subfield><subfield code="x">2155-6857</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:3</subfield><subfield code="g">year:2013</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:34-50</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijgbl.2013010103</subfield><subfield code="m">X:IGIG</subfield><subfield code="x">Verlag</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijgbl.2013010103&buylink=true</subfield><subfield code="3">Abstract</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-GIS</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">3</subfield><subfield code="j">2013</subfield><subfield code="e">1</subfield><subfield code="h">34-50</subfield></datafield></record></collection>
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