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Learner metacognition can positively impact learning. However, little is known about how to effectively design game-based learning environments such that metacognition is promoted in learners. Previous research does not provide sufficiently structured and empirically verified insights for designers and researchers to make informed design decisions. This paper describes the development of a design framework for metacognition in game-based learning. The framework is derived from existing literature and cases, and further elaborated through a formative expert evaluation. For instruction, gameplay, and the integration of both, the resulting framework defines specific design dimensions that indicate the relevant areas in which informed design-decisions are likely to affect learners' metacognition. As such, this framework aids specification of designs, structured comparisons between different designs, and focused research effort in identifying specific design guidelines for metacognition in game-based learning.

Virtual Reality (VR) can bridge the gap between theoretical educative materials and complex real-life situations that ambulance nurses face in practice⁠. The ability to simulate scenarios from a compelling caregiver perspective offers a powerful learning method⁠. We aim to contribute to the training of ambulance nurses by utilizing new opportunities that VR offers⁠. In this study we investigate which factors contribute to the implementation and long-term use of VR training by ambulance services for their employees⁠. Part of project: VRAMBO⁠. Virtual Reality voor AMBulanceverpleegkundig Onderwijs van complexe situaties⁠

Sedentary behaviour in children, four years of age and older, has increased over the last decades. These children become physically less skilled, which demotivates them for regular sports activities. They become susceptible to health risks such as obesity and have a heightened chance to develop depression and a lower self-esteem. Sports professionals acknowledge that these children in time become unable to keep up with the sports education pace, leaving them prone to social exclusion as well. Exergames seem promising in their potential to increase the amount and quality of physical exercise in this group. Moreover, they offer strategies to motivate children to a more active and healthier lifestyle. However, some issues remain unclear regarding their applicability and individual fittingness. For one thing sports professionals have little to no experience using exergames in physical education, let alone understand which games could be appropriate to structurally activate said children. In addition, existing exergames regularly lack a suitable degree of adaptivity regarding what a child is physically capable of, which psychological needs should be addressed, and to what inactive children find appealing in terms of gameplay. The aim of our research project is to build a first prototype of an adaptive platform for exergames to motivate inactive children to structurally engage in physical exercise more, and better. The participative design method we used in our preliminary qualitative research led to a better understanding of the barriers to move and the psychological needs children have when it comes to physical exercise. We made a first global list of requirements for the adaptive platform and an overview of necessary design directions. Future pursuits in this project include a participative design research study amongst both children and sports professionals, and a thorough review of the literature and state of the art knowledge. We will use this knowledge to create a first prototype of an adaptive platform in collaboration with a serious game company and an organisation of sport professionals. After user testing we will use the evaluation findings as a baseline for future measurements regarding the adaptation of suggested exergames and to formalize and disseminate found design guidelines.

Game-based learning can motivate learners and help them to acquire new knowledge in an active way. However, it is not always clear for learners how to learn effectively and efficiently within game-based learning environments. As metacognition comprises the knowledge and skills that learners employ to plan, monitor, regulate, and evaluate their learning, it plays a key role in improving their learning in general. Thus, if we want learners to become better at learning through game-based learning, we need to investigate how metacognition can be integrated into the design of game-based learning environments. In this paper we introduce a framework that aids designers and researchers to formally specify the design of game-based learning environments encouraging metacognition. With a more formal specification of the metacognitive objectives and the way the training design and game design aims to achieve these goals, we can learn more through analysing and comparing different approaches. The framework consists of design dimensions regarding metacognitive outcomes, metacognitive training, and metacognitive game design. Each design dimension represents two opposing directions for the design of a game-based learning environment that are likely to affect the encouragement of metacognitive awareness within learners. As such, we introduce a formalised method to design, evaluate and compare games addressing metacognition, thus enabling both researchers and designers to create more effective games for learning in the future.

Presentatie over user centered design voor het Innoheis project.Het InnoHEIs project richt zich op de ontwikkeling van regionaal beleid. In het project werken 11 Europese regio's samen om kennis uit te wisselen om tot goede oplossingen te komen. Het project is onderdeel van het Interreg Europe programma.

Sedentary behavior in children (> 4 years of age) has increased over the last decades, resulting in a decline of physical skills. This leaves children prone to health risks such as obesity, mental depression, a lower self-esteem, and social exclusion. The risks increase particularly in children who develop a sedentary lifestyle. Exergames seem promising in engaging children in physical activities. Professionals from a variety of disciplines are thus interested in using exergaming in their work. Although there are promising results showing the potential effectiveness of exergames to increase the amount and quality of physical exercise, many questions remain to be answered. Chief among them is the question of which specific aspects of the exergames are responsible for the behaviour change process. The aim of our research project is thus to gain a greater understanding of the design space for exergames to support children in their physical behaviour. In our preliminary research we used a participative design method. Domain experts were invited to partake in interviews and co-creation sessions. These activities led to an in-depth list of requirements on a platform and exergame level and a first overview of necessary design directions. Future directions for this project include a participative design research study in which a platform containing multiple exergames will be developed and evaluated on a national scale, resulting in a knowledge base for dissemination in relevant fields of work.

Wat is open science, waarom is het zo belangrijk en hoe wordt het in de praktijk gebracht door hogescholen? In deze video laat de Hanzehogeschool Groningen zien hoe zij open science mogelijk maken.

A key concept within 21st-century skills is knowing how to acquire new knowledge and skills. Metacognition is the knowledge a person has of their own learning combined with the skills to apply that knowledge to enable more efficient and effective learning. Game-based learning can stimulate motivation as well as learning, but while various reviews have pointed out the opportunity for digital games to promote metacognition, little is known about how games can be designed to accomplish this. If we want learners to become better at learning with games, we need to investigate how metacognition can be supported and trained through game-based learning. Previous research has identified generic principles for designing metacognitive training, while only a few principles specific to game-based learning have been suggested. We designed the mobile game MeCo based on these design principles. MeCo was inspired by the mobile game Reigns and replicates its mechanic of exploring a dynamically branching story through choice-making by swiping cards left or right. However, in MeCo the objective is to learn as much as possible about different planets and their inhabitants, by planning, performing, and evaluating space exploration missions. Two metacognitive interventions were added to promote the transfer of metacognition to real-world learning situations: metacognitive question prompts and metacognitive feedback. A preliminary evaluation of the game was conducted using questionnaires and focus groups. Players found the game motivating enough to engage with the story and to be willing to play the game in their free time. Furthermore, they found that their in-game choices mattered, although more linear parts were preferred over more dynamically branching parts of the game. However, the humour in the narrative interfered with the more serious nature of metacognitive questions, resulting in players not taking the questions seriously enough to have an impact on metacognitive awareness. The implications for designing motivating digital games to enhance metacognition are discussed.

Adaptief leren met Lego WeDO

Workshop creativiteit en methodologie binnen het ontwerpgericht onderzoek

The helpless & the masters, a subversive game experiment

Presentation for delegates for Konkuk University from South Korea

Presentation for Digital Hub Ostfriesland