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A serious game to develop 
and assess teamwork 
competency 
Mariluz Guenaga, Andoni Eguíluz, Alex Rayón, 
Asier Núñez, Elena Quevedo
Competency 
-based 
learning 
Teamwork 
competency 
Game-based 
learning 
Let’s Team!
Competency-based learning 
Competenc 
y 
• 21st century competencies 
• Soft skills 
• Non-routine and cognitive 
UDLM 
• Generic competencies 
• Map of competencies 
• Specific competencies 
Coaching 
• In-company training 
• Abstract skills
Teamwork 
Why? 
How? 
Who? 
What?
Game-based learning 
Why? 
How? 
Who? 
What? 
Why 
not?
Let’s team!! 
 Serious game 
 Adventure 
 To develop and 
assess teamwork competency 
◦ Use Learning Analytics 
 Combines physical and virtual 
worlds
Some activities 
• My relation with the rest 
• What I think about myself 
• How I feel 
Diagnosys 
• Label a conversation (in/out the game) 
• Label email conversation 
• Label a video about a meeting 
Listening 
• Elements for an effective meeting 
• Feelings after a meeting Meetings
Activity: the work cycle 
Petición 
Negociación 
Evaluación 
Finalización Ejecución 
Notificació 
n 
Reclamo 
Queja 
Disculpa
The work cycle in the game 
 Characters in an island have to 
construct a civilization 
 Limited number of resources 
◦ Food, wood, stones, coins and time 
 Productive elements 
◦ Tree (food), sawmill (wood), quarry 
(stone) 
 Structures 
◦ Houses, town hall, road, fountain…
Game spaces 
 Town – space for each player 
◦ Only affected by players’ actions 
◦ Visible for the rest 
◦ One can ask/offer resources 
 Shared space 
◦ Affected by all players 
◦ Shared resources 
◦ Colaborative buildings
Challenges 
 Get a minimum number of resources 
 Built some elements 
 Share challenges 
◦ Meetings with other players 
◦ Distribute challenges 
◦ Balance between individual and collective 
challenges 
 With limited time 
 Open/close conversational interaction
Actions to get the challenges 
• Claim or 
apologize to solve 
or improve a 
situation 
• Virtual meeting to 
decide something 
• Before-during-after 
• Anyone, anytime 
can complain 
• Identify problems 
in conversations 
where there are 
agreements 
Conversational 
Commitment 
Useless 
complaints 
Productive 
claim 
Unique 
approach
Assessment 
 To support trainer’s evaluation 
 Learning Analytics 
 What is measured: 
◦ Individual and collective objective results 
◦ Actions carried out to get the challenges 
◦ The progression of individual and group 
feelings and relations during the whole 
game 
◦ Improvement in confidence
Conclusions and future work 
Develop 
Pilot 
Analyze 
Refine 
Games 
Competencies 
Learning Analytics
Thank you! Questions? 
Comments? 
Mariluz Guenaga, Andoni Eguíluz, Alex Rayón, 
Asier Núñez, Elena Quevedo

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Serious game to develop and assess teamwork competency

  • 1. A serious game to develop and assess teamwork competency Mariluz Guenaga, Andoni Eguíluz, Alex Rayón, Asier Núñez, Elena Quevedo
  • 2. Competency -based learning Teamwork competency Game-based learning Let’s Team!
  • 3. Competency-based learning Competenc y • 21st century competencies • Soft skills • Non-routine and cognitive UDLM • Generic competencies • Map of competencies • Specific competencies Coaching • In-company training • Abstract skills
  • 4. Teamwork Why? How? Who? What?
  • 5. Game-based learning Why? How? Who? What? Why not?
  • 6. Let’s team!!  Serious game  Adventure  To develop and assess teamwork competency ◦ Use Learning Analytics  Combines physical and virtual worlds
  • 7. Some activities • My relation with the rest • What I think about myself • How I feel Diagnosys • Label a conversation (in/out the game) • Label email conversation • Label a video about a meeting Listening • Elements for an effective meeting • Feelings after a meeting Meetings
  • 8. Activity: the work cycle Petición Negociación Evaluación Finalización Ejecución Notificació n Reclamo Queja Disculpa
  • 9. The work cycle in the game  Characters in an island have to construct a civilization  Limited number of resources ◦ Food, wood, stones, coins and time  Productive elements ◦ Tree (food), sawmill (wood), quarry (stone)  Structures ◦ Houses, town hall, road, fountain…
  • 10. Game spaces  Town – space for each player ◦ Only affected by players’ actions ◦ Visible for the rest ◦ One can ask/offer resources  Shared space ◦ Affected by all players ◦ Shared resources ◦ Colaborative buildings
  • 11. Challenges  Get a minimum number of resources  Built some elements  Share challenges ◦ Meetings with other players ◦ Distribute challenges ◦ Balance between individual and collective challenges  With limited time  Open/close conversational interaction
  • 12. Actions to get the challenges • Claim or apologize to solve or improve a situation • Virtual meeting to decide something • Before-during-after • Anyone, anytime can complain • Identify problems in conversations where there are agreements Conversational Commitment Useless complaints Productive claim Unique approach
  • 13. Assessment  To support trainer’s evaluation  Learning Analytics  What is measured: ◦ Individual and collective objective results ◦ Actions carried out to get the challenges ◦ The progression of individual and group feelings and relations during the whole game ◦ Improvement in confidence
  • 14. Conclusions and future work Develop Pilot Analyze Refine Games Competencies Learning Analytics
  • 15. Thank you! Questions? Comments? Mariluz Guenaga, Andoni Eguíluz, Alex Rayón, Asier Núñez, Elena Quevedo

Editor's Notes

  1. Proyecto en curso Desarrollo y evaluación de la competencia de trabajo en equipo En entorno profesional Facultad de Ingeniería + Fac. Psicología y Educación
  2. Hemos pasado de una educación basada en el contenido a una educación basada en competencias Lo importante es lo que sé hacer (resolución de problemas, creatividad, trabajo en equipo, gestión de proyectos, planificación del tiempo…) Necesitamos además cosas que nos diferencien de las máquinas.
  3. Qué? Conjunto de personas, con una organización, que trabajan por un objetivo común ¿Por qué? Una de las más demandadas, es también compleja ¿Quiénes? ¿Cómo la hemos trabajado?
  4. -What? Un juego es interactivo, participativo, tiene un conjunto de reglas, objetivos, retos, requiere esfuerzo, es voluntario Puede ser: competitivo, social, cooperativo, constructivo… Puede ser: casual, planificado… Serious game  Qué consigue vs. Qué busca (la concepción es diferente, y el uso) Serio vs. aburrido Gamificación Why: gran capacidad para cambiar a las personas, empresas y a la sociedad: en positivo Se demuestran facetas ocultas mediante otros sistemas (p.e. entrevistas o cuestionarios) Son sociales, culturales, emocionales, dinámicos, interactivos, con contexto…¡divertidos! Permiten desarrollar muchas habilidades de la vida (autoestima, competitividad, role-play, compartir…) Why not? La vida es juego…pero ha sido menospreciado (infantilizado) Juego adulto  apuestas Quiénes? Cómo? Definir las actividades, dinámicas, reglas del juego, objetivos individuales y comunes
  5. Estas son actividades que se presentan al inicio y durante el transcurso del juego principal. DIAG1 - Mi relación con los demás Grafo de relaciones ¿cómo es de efectiva mi conversación con los demás? El jugador debe establecer gráficamente las relaciones con el resto de miembros, y etiquetarlas [1-min..5-max]. Representa el objetivo de las conversaciones y la confianza con esas personas. No tiene por qué haber líneas con todos. Se reparten los puntos (no pueden ponerse 5 puntos a todas las relaciones) DIAG2 - Qué pienso de mí mismo El jugador tiene que dar su opinión sobre sí mismo, y aportar evidencias: Qué aporto al equipo: efectividad y confianza Cómo escucho al resto del equipo: proposición-indagación / silencio Cómo soy cumpliendo los compromisos con el equipo (en diferentes dimensiones) Cuáles son mis puntos fuertes Cuáles son mis áreas de mejora Qué emoción predominante aporto al equipo (con iconos de emociones) DIAG3 - ¿Cómo me siento? ¿Cómo te sientes? Se responde con varias opciones icónicas. Se pide en varios momentos para ver cuál es la evolución a lo largo del tiempo. ESC1 - Escucha: conversación Reproducir y etiquetar conversación Escribir una conversación relevante, reciente con uno/varios miembros del grupo, y poco efectiva. Indicar sensaciones anteriores Indicar lo que se piensa y no se dice, juicios Contrastar y completar con resto del equipo El sistema notifica para que los miembros del equipo realicen la actividad completando los compañeros que la inician REU1 - Elementos clave de reunión productiva Se muestran varios elementos, y el jugador elige los más importantes para una reunión productiva (priorizados). Actividad formativa para el jugador
  6. Otro de los aspectos fundamentales en el trabajo en equipo, y que hemos trasladado al juego es el “CICLO DE TRABAJO”
  7. RC1 - Recompromiso conversacional (1) Identificar problemas en las conversaciones en las que se realizan compromisos Sobre conversaciones existentes, identificar qué tipo de problema se refleja: No hay contexto No hay promesa porque no hubo pedido Hay pedido pero no promesa Quien promete no cumple ... RC2 - Quejas improductivas Una de las acciones del juego es quejarse: cada jugador puede hacerlo cuando quiera Se analiza quién se queja, si las quejas son repetitivas o no, si terminan en juicios personales negativos, si buscan simpatía y apoyo, se orientan a la descarga emocional, buscan venganza, generan rencor y enemistad... EUN1 - Enfoque único Reunión virtual en la que se debe decidir sobre un tema (el tema lo plantea el juego, pero lo derivan los jugadores). Antes de la reunión se invita al jugador a escribir su postura o aportación. Conversación online (síncrona o asíncrona) (con limitación de franjas temporales y espacio para exponer posturas, discutir y tomar decisiones) Después de la reunión se mide satisfacción, estado anímico, aprendizaje, convicción... RC3 - Reclamo/disculpa productiva Otra acción del juego es realizar "reclamos" o disculpas: para resolver un problema, o mejorar Las acciones se explicitan para que cada jugador sepa los reclamos o disculpas que otros jugadores quieren con ellos.