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  • Author or Editor: Thomas Duus Henriksen x
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Abstract

This chapter examines how group processes unfold while playing a learning game for adults. Through the study of a Swedish deployment of ‘The EIS Simulation’, which is a collaborative learning game on change management and overcoming organisational resistance, it is shown how social processes emerge and affect the group’s decision-making process. The chapter proposes an analytical distinction between two levels of interaction, which both affect decision-making, and consequently the learning process. The primary processes concern the direct interaction with the game, and governed by its mechanics. The secondary processes emerge among participants as a consequence of the game, but become governed by emergent social mechanics. From this distinction, the chapter finds that while secondary mechanics take up a significant proportion of the time spent playing, they offer an opportunity for a multitude of processes to unfold that are crucial to adult learning.

In: Games and Education: Designs in and for Learning