Debriefing and Knowledge Processing an Empirical Study About Game-Based Learning for Computer Education

摘要

This paper deals with debriefing for game-based learning. Using a design-based research methodology, our goal consists of modeling debriefing and helping teachers to implement debriefing into their teaching practices. This model has been tested during experimentations carried out in upper secondary classes (15-17 years old) in Switzerland. Four game-based courses using the game "Programming Game" have been analyzed. In this paper we focus on the debriefing phase. In order to identify how knowledge is processed during the debriefing, we used an annotation software for categorizing interactions between the teacher and the students. Results show that practices differ among teachers regarding debriefing and that the processing of knowledge (named institutionalization) is not fully performed.