A Study and Benchmarking of Serious Games for Developing Employees' Critical Thinking
Subject Areas : فناوری¬های نوین و شبکه¬های اجتماعی و توسعه منابع انسانی
Zohre JaafariFar
1
,
Bahar Bandali
2
*
,
Morteza Rezaeizadeh
3
,
مجتبی وحیدی اصل
4
1 - PhD student of Higher Education, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.
2 - Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.
3 - دانشگاه شهید بهشتی
4 - Assistant Professor, Department of Software and Information Systems, Faculty of Engineering and Computer Science, Shahid Beheshti University, Tehran, Iran.
Keywords: Critical thinking, serious games, benchmarking, training and development of human resources,
Abstract :
The growth and sustainability of organizations in competitive environments depend on their ability to cultivate employees with critical thinking; that is, individuals who can bridge the gap between knowledge and commerce, comprehend challenging situations, and are prepared to confront them practically. Fostering this readiness in employees necessitates the adoption of innovative methods. Advanced learning technologies, such as serious games, have opened up new avenues for developing critical thinking competencies. Some serious games have been designed specifically to cultivate critical thinking. By studying and benchmarking these games as a systematic tool, their success in achieving this aim can be evaluated.
This research was conducted with the objective of studying and benchmarking serious games in the context of critical thinking based on Facione's Critical Thinking (CT) model, which comprises six components: Interpretation, analysis, evaluation, inference, explanation, and self-regulation. According to the findings, the components including interpretation, analysis, evaluation, and inference are actively addressed in all the games examined. Meanwhile, the explanation and self-regulation components have received less attention in many of the games. This observation suggests that none of the serious games investigated in this study fully and effectively enhance CT, as their attention to the elements and processes of critical thinking has been incomplete. This shortcoming may be attributed to the neglect of critical thinking models and theories, as well as the lack of involvement of subject-matter experts in the game design and development process. The research findings have been discussed and analyzed using Evelin and Korthagen’s Core Reflection Model.
. Mhinga RS. Critical thinking skills and the workplace: a case study of newly graduated employment seekers (Doctoral dissertation, Stellenbosch: Stellenbosch University), 2013.
2. Samadi, M., Sheikhlo, M., Shahini, Sh. Critical thinking of employees in organizations. The 7th National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies. (2018). [In Persian]
3. Tripathy M. Dimensions of critical thinking in workplace management & personal development: A conceptual analysis. Multidisciplinary Journal for Education, Social and Technological Sciences. 2020 Oct 6;7(2):1-9.
4. Tapper* J. Student perceptions of how critical thinking is embedded in a degree program. Higher education research & Development. 2004 May 1;23(2):199-222.5. Trilling, B., & Fadel, C. 2009. 21st Century Skills Learning for Life in Our Times. San Francisco: Jossey-Bass.
6. Changwong K, Sukkamart A, Sisan B. Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International studies. 2018;11(2).
7. Saputra MD, Joyoatmojo S, Wardani DK, Sangka KB. Developing critical-thinking skills through the collaboration of jigsaw model with problem-based learning model. International Journal of Instruction. 2019 Jan;12(1):1077-94.
8. Ejiogu KC, Yang Z, Trent J, Rose M. Understanding the relationship between critical thinking and job performance. InPoster presented at the 21st annual conference of the Society for Industrial and Organizational Psychology, Dallas, TX 2006.
9. Wang X, Zheng H. Reasoning critical thinking: Is it born or made. Theory and Practice in Language Studies. 2016 Jun 1;6(6):1323-31.
10. Abrami PC, Bernard RM, Borokhovski E, Wade A, Surkes MA, Tamim R, Zhang D. Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of educational research. 2008 Dec;78(4):1102-34.
11. Ennis RH. A logical basis for measuring critical thinking skills. Educational leadership. 1985 Oct;43(2):44-8.
12. Huang LY, Yeh YC. Meaningful gamification for journalism students to enhance their critical thinking skills. International Journal of Game-Based Learning (IJGBL). 2017 Apr 1;7(2):47-62.
13. Stanton NA, Wong W, Gore J, Sevdalis N, Strub M. Critical thinking. Theoretical issues in ergonomics science. 2011 May 1;12(3):204-9.
14. Vyncke M. The Concept and practice of critical thinking in academic writing: An investigation of international students' perceptions and writing experiences (Doctoral dissertation, King's College London), 2012.
15. Facione PA. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations, 1990.
16. BS B. Taxonomy of educational objectives: The classification of educational goals. Handbook; Cognitive domain. 1956;1.
17. Scriven M, Paul R. Critical thinking as defined by the National Council for Excellence in Critical Thinking, 1987. In8th annual International Conference on Critical Thinking and Education Reform, Rohnert Park, CA. Retrieved from http://www. criticalthinking. org/pages/definingcritical-thinking/766 1987.
18. Snyder LG, Snyder MJ. Teaching critical thinking and problem-solving skills. The Journal of Research in Business Education. 2008 Apr 1;50(2):90.
19. Kenny LJ. Using Edward de Bono’s six hats game to aid critical thinking and reflection in palliative care. International journal of palliative nursing. 2003 Mar;9(3):105-12.
20. De Bono E. Serious creativity. The Journal for Quality and Participation. 1995 Sep 1;18(5):12.
21. Facione PA. Critical thinking: What it is and why it counts. Insight assessment. 2011 Jun;1(1):1-23.
22. Watson G, Glaser E. Watson-Glaser critical thinking appraisal, UK edition: practice test. Psychological Corporation; 2002.
23. James R. Evaluation of Critical Thinking in Higher Education in Oman. International Journal of Higher Education. 2015;4(3):33-43.
24. Eales-Reynolds LJ, Gillham D, Grech C, Clarke C, Cornell J. A study of the development of critical thinking skills using an innovative web 2.0 tool. Nurse education today. 2012 Oct 1;32(7):752-6.
25. Bolhassan N, Taha H. TGT for chemistry learning to enhance students’ achievement and critical thinking skills. InAIP Conference Proceedings 2017 May 19 (Vol. 1847, No. 1). AIP Publishing.
26. Ramaley JA, Zia L. The real versus the possible: Closing the gaps in engagement and learning. EDUCAUSE. 2005.
27. Prensky M. Digital game-based learning. Computers in entertainment (CIE). 2003 Oct 1;1(1):21-.
28. Buendía García F, García-Martínez S, Navarrete-Ibañez EM, Cervelló-Donderis M. Designing Serious Games for getting transferable skills in training settings. Interaction Design and Architecture (s). 2013(19):47-62.
29. Buendía García F, García-Martínez S, Navarrete-Ibañez EM, Cervelló-Donderis M. Designing Serious Games for getting transferable skills in training settings. Interaction Design and Architecture (s). 2013(19):47-62.
30. Clegg BA, Hoffman RR, Quinn MM, Veinott ES, Hale CR, Bush R. Gaming technology for critical thinking: Engagement, usability, and measurement. InProceedings of the Human Factors and Ergonomics Society Annual Meeting 2014 Sep (Vol. 58, No. 1, pp. 2370-2372). Sage CA: Los Angeles, CA: SAGE Publications.
31. Zyda M. From visual simulation to virtual reality to games. Computer. 2005 Sep 19;38(9):25-32.
32. Smith JW, Clark G. New Games, Different Rules Millennials Are in Town. Journal of Diversity Management (JDM). 2010 Jul 1;5(3).
33. McDonald SD. Enhanced critical thinking skills through problem-solving games in secondary schools. Interdisciplinary Journal of e-Skills and Lifelong Learning. 2017 Apr 20;13:79-96.
34. Sipiyaruk K, Gallagher JE, Hatzipanagos S, Reynolds PA. Acquiring critical thinking and decision-making skills: An evaluation of a serious game used by undergraduate dental students in dental public health. Technology, Knowledge and Learning. 2017 Jul;22:209-18.
35. Ray B, Faure C, Kelle F. Using social impact games (SIGS) to support constructivist learning: Creating a foundation for effective use in the secondary social studies education. American Secondary Education. 2013 Apr 1:60-70.
36. Halpern DF, Millis K, Graesser AC, Butler H, Forsyth C, Cai Z. Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning. Thinking Skills and Creativity. 2012 Aug 1;7(2):93-100.
37. Xu Z, Mayer J. Teaching critical thinking and problem-solving skills through online puzzles and games. In7th International Conference on Distance Learning and Web Engineering 2007 Sep 15 (pp. 321-325).
38. Japuni MN, Harun JB. Characteristics OF Critical Thinking Skills Instruments in Digital Game: Factor Analysis. Man In India. 2017;97(12):41-51.
39. Hayse M. Tabletop games and 21st century skill practice in the undergraduate classroom. Teaching Theology & Religion. 2018 Oct;21(4):288-302.
40. Hallajian M, Tabatabayi A. The effects of computer games on increasing students' creative thinking. International Journal of Humanities and Cultural Studies. 2016 May;1(1).
41. Mao W, Cui Y, Chiu MM, Lei H. Effects of game-based learning on students’ critical thinking: A meta-analysis. Journal of Educational Computing Research. 2022 Jan;59(8):1682-708.
42. Butcher KR, Runburg M, Altizer R. Dino Lab: Designing and developing an educational game for critical thinking. InResearch Anthology on Developing Critical Thinking Skills in Students 2021 (pp. 395-428). IGI Global.
43. Maraza-Quispe, B., Torres-Loayza, J. L., Reymer-Morales, G. T., Solórzano-Bernuy, R. M., Choquehuayta-Palomino, S. A., & Pacori-Aviles, F. (2023). Impact of the use of the video game SimCity on the development of critical thinking in students: A quantitative experimental approach. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje.
44. Anarinejad, A., Safavi , A. A., & Mohammadi, M. (2013). Evaluating e-learning with an optimal case study mining approach: Iran's higher education. Iran Information and Communication Technology Quarterly. 2013; 4(11 & 12), 19-25.
45. Bhutta KS, Huq F. Benchmarking–best practices: an integrated approach. Benchmarking: An International Journal. 1999 Sep 1;6(3):254-68.
46. Zairi M, Leonard P. Practical benchmarking: The complete guide: A complete guide. Springer Science & Business Media; 1994 May 31.
47. Andersen B, Moen RM. Integrating benchmarking and poor-quality cost measurement for assisting the quality management work. Benchmarking: An International Journal. 1999 Dec 1;6(4):291-301.
48. Mahalik P. Benchmarking: Ten Practical Steps with Review Points. Online].
49. Chen J, Wang X, Zheng X. The Investigation of critical thinking disposition among Chinese primary and middle school students. Thinking Skills and Creativity. 2024 Mar 1;51:101444.
50. Kamali H, Yamani Dozi Sorkhabi M, Rezaezadeh M. Analysis of classroom management components based on critical thinking from the viewpoints of students and faculty members of Shahid Beheshti University. Research and Planning in Higher Education. 2023 Mar 6;23(4):1-26.
51. Rezaei-Zadeh M, Mohagheghiaan R, Vahidi-Asl M. Critical meta-analysis of problem-solving serious games: Clear signs of pedagogists’ disengagement and over-optimistic expectations. International Journal of Serious Games. 2023 Jun 7;10(2):85-113.
52. Gee JP. What video games have to teach us about learning and literacy. Computers in entertainment (CIE). 2003 Oct 1;1(1):20-.
53. Annetta LA. The “I's” have it: A framework for serious educational game design. Review of general psychology. 2010 Jun;14(2):105-13.
54. Squire, K. Video games and learning: Teaching and participatory culture in the digital age. Teachers College Press. 2011.
55. Alikahni P, Rezaei-Zadeh M, Vahidi-Asl M. The analysis of “Fetch! Lunch Rush” as an Augmented Reality multi-player game in Cooperative learning. The Journal of New Thoughts on Education. 2018 Feb 20;13(4):39-62.
56. Mieth D. Science under the Spell of Prejuice. Pelinka, Anton/Bischof, Karin/Stögner, Karin (Hgg.): Handbook of Predjudice. New York. 2011:345-74.
57. Mahdi M, Yemeni Douzzi Sorkhabi M, Rezaei-Zadeh M, Monadi M. The capability approach and equity in higher education: A meta-synthesis of students’ capabilities. Quarterly Journal of Research and Planning in Higher Education. 2023 Mar 6;26(1):1-22.
58. Rezaei-Zadeh M. Designing Learning Management System Plugins for Improving Students’ Transversal Competencies (Doctoral dissertation, University of Zurich), 2023.
59. Bandali B, Rezaei-Zadeh M, Shahverdi R, Zarrabi HH. Exploring Faculty Members’ Difficult Behaviour and Their Causes. 2024.
60. Rezaei-Zadeh M. An analysis of core entrepreneurial competencies, their interdependencies and their cultivating approaches in virtual education using a collective intelligence methodology (Doctoral dissertation, University of Limerick). 2014.
61. Chenari Z, Rezaei-Zadeh M, Bandali B. Designing a prototype of coaching software and measuring its usability. Technology of Education Journal (TEJ). 2022 Dec 22;17(1):1-22.
62. Wieringa RJ. Design science methodology for information systems and software engineering. Springer; 2014 Nov 19.