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The course concept is well developed and has been refined in this iteration by taking into account the option to not just review academic papers, but also include game analysis more explicitly in the process. This was received well and suggested to be kept for future iterations. Students received explicit feedback on their submissions, which they appreciated as part of the course. No further concrete suggestions for refinements were made.

All students met the course learning outcomes - based on the provided presentations and submitted final report.

NTNU:TIA:REST

Institutt for datateknologi og informatikk

Department of Computer Science

Alle trykte og skrevne

Engelsk

Mer om vurdering

Anbefalte forkunnskaper

Forkunnskapskrav

Faglig innhold

Kursmateriell

Læringsutbytte

Læringsformer og aktiviteter

Obligatorisk arbeidskrav

Introduction to Research in Serious Games and Gamification 

Informatikk

Master in Interaction Design

Master in Applied Computer Science-deltid

Master in Applied Computer Science

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Following up on last year's action, students were provided with a set of reports that provide a sense of the expected quality as part of the course. Overall, the course was well received by the diverse student body that includes MACS as MIXD students. The main suggestion was to extent the purely literature-based exploration to opportunities that more dedicatedly include the analysis of specific games as an optional task as part of the course. While the literature-based study offers stronger transferrable skills, a central point of the game analysis is to highlight and emphasize skills specific to Serious Games and Gamification more specifically, including practical skills. These insights where determined as part of a group discussion toward the end of the course. While I offered an anonymous option for feedback delivery, students were comfortable with a group discussion.

Overall, the students achieved the learning outcomes, with all students passing the assessment. However, there was a notably performance difference between students as visible based on the delivered reports, but in any case highlighting that students understood and met the objectives of the course.

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The serious games course takes a flipped-classroom approach, including delivery of topics by both staffs as well as students. Whereas staff generally provides the theoretical and conceptual foundations (psychological models, pedagogy), students focus on specific subjects relevant in the area of serious games. This opportunity to "teach" has been received well by the students and responds to the advanced skill set expected of Master students. The preparation and delivery of a topic are complemented with the discussion of a particular research paper. Overall, students report on this course favourably and "different" from most other courses they have in their Master degrees.

The learning outcomes are updated and relevant. The learning outcomes are communicated during the first session, with all expectations and deliverables clearly outlined. The Serious Games course is an introductory course, and relies on prior knowledge on scientific methodology, but not any other specific course. In fact, the Serious Games course is open to Master students outside the MACS degree (e.g., design). At the end of the course, students will have learning about and potentially performed a systematic literature review, and for many this represents the first opportunity to do so as part of their studies. In this iteration, specifically, the quality of the classroom sessions and associated material was very high, leaving the lecturers with the impression that the format works well.

As written above, the course reflects introductory Master level courses and primarily focuses on the development of scientific skills (analysis, methodological assessment, writing scientific reports). Students require considerable motivation for their topic, which is supported by providing extensive leeway both in the selection of topic as well as material, while at the same time being available to their inquiries to guide this process. The learning environment was entirely virtual, given the circumstances. IN the upcoming year, we hope to switch back to a physical setting only.

The assessments directly link to the material in that students are writing a report that directly relates to the taught material and allows the students to incorporate feedback received during the course. Moreover, they are invited to get in touch to receive early guidance during the report writing.

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Introduction to Research in Serious Games and Gamification - IMT4307