Structuring Collaboration Scripts Optimizing Online Group Work on Classroom Dilemmas in Teacher Education

摘要

The optimal structure in collaboration scripts for serious games has appeared to be a key success factor. In this study we compare a 'high-structured' and 'low-structured' version of a mastership game where teachers-in-training discuss solutions on classroom dilemmas. We collected data on the differences in learning effects and student appreciation. The most interesting result shows that reports delivered by students that played the low-structured version received significantly higher teacher grades when compared to the high-structured version.