Learning Impact Evaluation of the serious game “Cultural Awareness – Afghanistan Pre-deployment”
DOI:
https://doi.org/10.17083/ijsg.v1i3.27Keywords:
Cultural Awareness, Game effectiveness evaluation, Group studiesAbstract
Attention to human factor in conducting any type of military/security operations is currently an objective of utmost importance in the context of troop training within NATO. To this purpose, a number of serious games were developed, addressing different aspects of cultural awareness and correctness in approaching human beings during a mission. A significant example is “Afghanistan Pre-deployment – Cultural Awareness”, a serious game widely adopted in NATO Defense Schools to support pre-deployment training of troops for the International Security Assistance Force (ISAF) missions in Afghanistan. In the context of GALA, the European Network of Excellence on Serious Games, the Romanian National Defense University (MAN) and NATO-STO CMRE conducted a user study particularly focused on the learning impact of this serious game. The study was first run in parallel on different typologies of players (soldier trainees at MAN; and civilian/military staff at CMRE) in order to get different perspectives in the game test and evaluation; results of respective analyses were compared, in order to evaluate the effectiveness of this type of serious game as a learning tool. A preliminary correlation study was conducted between users’ perception of the game and their respective background and level of engagement.References
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[4] Beligan D, Roceanu I, Barbieru D. Radu C., “Features of using serious games in military education and training”, in Proceedings of the 9th International Scientific Conference eLearning and software for Education, 2013.
[5] Beligan D, Roceanu I, Barbieru D. Radu C, “Trends for developing serious games as a complementary solution to traditional education and training”, in Proceedings of the 8th International Scientific Conference eLearning and software for Education, 2012.
[6] “Human Factors in the 21st Century”, In Proceeding(s) of the RTO Meeting 77, Paris, June 2001.
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[9] Ptasolova-Førland E., Fominykh, M., Darisiro, R., Mørch, A.I., “Training cultural awareness in military operations in a visrtual Afghan village: A methodology for scenario development,” in Proceedings of the 46th Int. Conf. on System Sciences (HICSS), Wailea, HI, Jan. 2013.
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[11] Breuer J., Bente G., “Why so serious? On the Relation of serious Games and Learning”, Eludamos. Journal for Computer Game Culture vol. 4, no. 1, pp. 7-24, 2010.
[12] Tang S., Hanneghan M., El-Rhalibi A. “Pedagogy Elements, Components and Structures for Serious Games Authoring Environment”, In Proceedings of the 5th International Game Design and Technology Workshop (GDTW). Liverpool, 2007.
[13] ?tefan A., Roceanu I., Beligan D., Tesei A., Barbieri A., “Standards in Practice: a Serious Game Perspective”, In Proceedings of the 9th International Scientific Conference eLearning and software for Education. Bucharest, DOI 10.12753/2066-026X-13-120, 2013.
[14] http://www.galanoe.eu
[15] Harteveld, C., “Making Sense of Virtual Risks A Quasi-Experimental Investigation into Game-Based Training,” PhD Thesis, TUD, Delft, The Netherlands, 2012. http://repository.tudelft.nl/view/ir/uuid:c3d38ad9-88cb-403c-b69e-ba22b005a26f/
[16] Langkamer Ratwani, K., Orvis, K.L., Knerr, B.W., “Game-based training effectiveness evaluation in an operational setting,” Internal Report US Army Research Institute for the Behavioral and Social Sciences, USA, Sept. 2010.
[17] Campbell, J.P., Kuncel, N.R., “Individual and team training,” In N. Anderson, D. S. Ones, H. K. Sinangil, & C. Viswesvaran (Eds.), Handbook of work and organizational psychology. London: Blackwell, 2001 http://dx.doi.org/10.4135/9781848608320.n14
[18] Colquitt, J. A., LePine, J. A., & Noe, R. A., “Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research,” Journal of Applied Psychology, 85, 678-707, 2000. http://dx.doi.org/10.1037/0021-9010.85.5.678
[19] Mathieu, J. E., Tannenbaum, S. I., Salas, E., “Influences of individual and situational characteristics on measures of training effectiveness,” Academy of Management Journal, 35, 828-847, 1992. http://dx.doi.org/10.2307/256317
[20] Salas E., Cannon-Bowers J. A., “The science of team training: A decade of progress,” Annual Review of Psychology, 52, 471– 499, 2001. http://dx.doi.org/10.1146/annurev.psych.52.1.471
[21] Mayer, I., Bekebrede, G., Warmelink, H., Zhou, Q., “A Brief Methodology for Researching and Evaluating Serious Games and Game-Based Learning”, In Connolly, T.M., Hainey, T., Boyle, E., Baxter, G., Moreno-Ger, P. (Eds.), Psychology, Pedagogy and Assessment in Serious Games, pp. 367-393, IGI Global, Hershey PA, 2014. http://dx.doi.org/10.4018/978-1-4666-4773-2.ch017
[22] “AJP-9 NATO CIvil-MIlitary Co-operation (CIMIC) Doctrine”, June 2003.
[23] Anderson L.W., Krathwohl D. (Eds.), “A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives“, Longman, New York, 2001.
[24] Krathwohl D. R., “Revising Bloom’s Taxonomy”, Theory into Practice, vol. 4, pp. 212-218, 2002. http://dx.doi.org/10.1207/s15430421tip4104_2
002.
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2014-09-01
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Learning Impact Evaluation of the serious game “Cultural Awareness – Afghanistan Pre-deployment”. (2014). International Journal of Serious Games, 1(3). https://doi.org/10.17083/ijsg.v1i3.27
