TY - GEN
T1 - Differences Between Facilitator-Guided and Self-guided Debriefing on the Attitudes of University Students
AU - Kikkawa, Toshiko
AU - Kriz, Willy Christian
AU - Sugiura, Junkichi
N1 - Publisher Copyright:
© 2021, Springer Nature Switzerland AG.
PY - 2021
Y1 - 2021
N2 - In this study, we investigated the effects of debriefing on 196 Japanese University students as part of an international collaboration between Austria and Japan. Based on the results of our previous studies [19–21], we showed that debriefing can bolster learning from the perspective of attitude changes and performance in games. However, there were weaknesses to previous studies in the sense that there were no facilitators to conduct the debriefings. In the experiments, all types of debriefing were carried out by students, i.e. self-guided. However, debriefing is usually conducted by a facilitator and carried out in a group. To address this weakness, we introduced facilitator-guided debriefing for the experimental conditions. Therefore, there were two experimental conditions: facilitator-guided debriefing and self-guided debriefing. After debriefing, groups of four participants played the Highway Planning game, which deals with co-operation and conflict. According to the results, the participants under facilitator-guided debriefing conditions showed more cooperative attitudes than did those under self-guided debriefing conditions, while participants in the self-guided debriefing group showed more competitive attitudes.
AB - In this study, we investigated the effects of debriefing on 196 Japanese University students as part of an international collaboration between Austria and Japan. Based on the results of our previous studies [19–21], we showed that debriefing can bolster learning from the perspective of attitude changes and performance in games. However, there were weaknesses to previous studies in the sense that there were no facilitators to conduct the debriefings. In the experiments, all types of debriefing were carried out by students, i.e. self-guided. However, debriefing is usually conducted by a facilitator and carried out in a group. To address this weakness, we introduced facilitator-guided debriefing for the experimental conditions. Therefore, there were two experimental conditions: facilitator-guided debriefing and self-guided debriefing. After debriefing, groups of four participants played the Highway Planning game, which deals with co-operation and conflict. According to the results, the participants under facilitator-guided debriefing conditions showed more cooperative attitudes than did those under self-guided debriefing conditions, while participants in the self-guided debriefing group showed more competitive attitudes.
KW - Attitudes
KW - Conflict
KW - Facilitator-guided debriefing
KW - Learning
KW - Self-guided debriefing
UR - http://www.scopus.com/inward/record.url?scp=85107263679&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85107263679&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-72132-9_2
DO - 10.1007/978-3-030-72132-9_2
M3 - Conference contribution
AN - SCOPUS:85107263679
SN - 9783030721312
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 14
EP - 22
BT - Simulation Gaming Through Times and Disciplines - 50th International Simulation and Gaming Association Conference, ISAGA 2019, Revised Selected Papers
A2 - Wardaszko, Marcin
A2 - Meijer, Sebastiaan
A2 - Lukosch, Heide
A2 - Kanegae, Hidehiko
A2 - Kriz, Willy Christian
A2 - Grzybowska-Brzezińska, Mariola
PB - Springer Science and Business Media Deutschland GmbH
T2 - 50th International Simulation and Gaming Association Conference, ISAGA 2019
Y2 - 26 August 2019 through 30 August 2019
ER -