Promoting learning through games and simulations
Simulation and Gaming - In memory of Donald C. Thatcher
Debriefing: toward a systematic assessment of theory and practice
Simulation and Gaming - Special issue: debriefing
Hidden damage to facilitators and participants
Simulation and Gaming
Simulation and Gaming - Special 30th anniversary issue, part 2
Story and Simulations for Serious Games: Tales from the Trenches
Story and Simulations for Serious Games: Tales from the Trenches
Digital Game-Based Learning
Interacting with Computers
VIS '08 Proceedings of the 2008 International Conference Visualisation
Acting, Knowing, Learning, Simulating, Gaming
Simulation and Gaming
Performance Measurement in Simulation-Based Training
Simulation and Gaming
Intercultural Competence Game That Fosters Metacognitive Agility and Reflection
OCSC '09 Proceedings of the 3d International Conference on Online Communities and Social Computing: Held as Part of HCI International 2009
Games for traffic education: An experimental study of a game-based driving simulator
Simulation and Gaming
Gaming the Game: A Study of the Gamer Mode in Educational Wargaming
Simulation and Gaming
A teacher's tool in game-based learning system: study and implementation
Edutainment'06 Proceedings of the First international conference on Technologies for E-Learning and Digital Entertainment
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Military organizations have a long history of using simulations, role-play, and games for training. This also encompasses good practices concerning how instructors utilize games and gaming behavior. Unfortunately, the work of instructors is rarely described explicitly in research relating to serious gaming. Decision makers also tend to have overconfidence in the pedagogical power of games and simulations, particularly where the instructor is taken out of the gaming loop. The authors propose a framework, the coaching cycle, that focuses on the roles of instructors. The roles include instructors acting as game players. The fact that the instructors take a more active part in all training activities will further improve learning. The coaching cycle integrates theories of experiential learning (where action precedes theory) and deliberate practice (where the trainee's skill is constantly challenged by a coach). Incorporating a coaching-by-gaming perspective complicates, but also strengthens, the player-centered design approach to game development in that we need to take into account two different types of players: trainees and instructor. Furthermore, the authors argue that the coaching cycle allows for a shift of focus to a more thorough debriefing, because it implies that learning of theoretical material before simulation/game playing is kept to a minimum. This shift will increase the transfer of knowledge.