Serious games are increasingly applied in various disciplines and specifically to enhance social learning. However, there is no clear methodology on how to apply and evaluate serious games on social learning. The conducted literature review examined how three types of social learning – cognitive, normative and relational learning – have been evaluated in the application of serious games where players collaboratively address a sustainability problem.
Findings and Implications for practice
Based on the literature review, two to three synthesized assessment approaches are presented for each of the three learning types – cognitive, normative and relation learning. This overview may therefore serve as a reference for scholars designing and evaluating serious games where players collaboratively address a complex issue, particularly those that address sustainability problems. Explicitly assessing cognitive, normative, and relational learning may help to separate the nature of learning through collaborative serious games.
Den Haan, R.-J.; Van der Voort, M.C. On Evaluating Social Learning Outcomes of Serious Games to Collaboratively Address Sustainability Problems: A Literature Review. Sustainability 2018, 10, 4529. https://doi.org/10.3390/su10124529
Understanding actor perspectives regarding challenges for integrated river basin management
People use different world views when addressing problems, often resulting in different views on both the problem and its solution. For this paper, we explored management challenges and actor perspectives on these in Dutch integrated river basin management.
09/08/2018 by Robert-Jan den Haan et al.
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Last modified: 24/01/2019