Abstract
Game-based learning provides experiences where the learner has the opportunity of learning by doing. Existing theoretical models of learning describe the role of reflection and its importance in the consolidation and internalization of knowledge. However, reflection is often neglected in the game development process, where the emphasis is on balancing the didactical design of what is required to be taught with the game design to facilitate high engagement that leads to high motivation and flow. The Reflection Continuum Model brings together different theories of reflection into three levels: micro, macro and meta. The paper presents the analysis of three game-based learning experiences in corporate training according to the model.
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Acknowledgements
The ALTT and TOOLS projects were funded by Norwegian Research Council and the ManuSkills project was funded by the EU TEL program. The authors would like to thank the participants of the projects for their contributions to the development of the games presented in the paper.
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Petersen, S.A., Oliveira, M. (2017). Reflection Continuum Model for Supporting Reflection and Game-Based Learning at the Workplace. In: Alcañiz, M., Göbel, S., Ma, M., Fradinho Oliveira, M., Baalsrud Hauge, J., Marsh, T. (eds) Serious Games. JCSG 2017. Lecture Notes in Computer Science(), vol 10622. Springer, Cham. https://doi.org/10.1007/978-3-319-70111-0_21
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DOI: https://doi.org/10.1007/978-3-319-70111-0_21
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