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Serious Games for Serious Learning Using SG for Business, Management and Defence Education

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Author(s): Maria Magdalena Popescu | Margarida Romero | Mireia Usart

Journal: International Journal of Computer Science Research and Application
ISSN 2012-9564

Volume: 03;
Issue: 01;
Start page: 05;
Date: 2013;
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Keywords: Game Based Learning | Serious Games | User’s experience | Personalization | Adult Education | English for Specific Purposes

ABSTRACT
With the 21st century dynamics in one's thinking and being, education and -along with it- curriculum features have witnessed an upsurge in skills to be trained. Paraphrasing UNESCO's Task Force vision, we now teach students to know, to do, to live together and to be. In this respect, the "digital immigrants " now have to keep up with the ever changing quality of information and reconsider Bloom's taxonomy from the upper levels onward, looking for better ways to integrate interdisciplinary and trans-discipinary activities into the curriculum to prepare the "new millenials" for ever-challenging environments. In this context, inordinate books have been written and countless lectures have been given in conferences, as “games for educational purposes” and “gamification” as alternative and effective learning tools are nowadays "hash tags" in education. Everybody knows a little of it and nothing seems intricate enough not to be achieved. While games are still being designed for educational purposes and for a raised interest in instructors, the academic technologists and other staff who wish to learn by playing and reflect on this experience still have no clear, measurable understanding of what games really do in a real-teaching environment. After state-of-art has been presented in what Serious Games feature now both in education and corporate training, case studies are still to feed researchers via practitioners into revealing new facets of using games, in adapting and personalizing them to every context of use; all this aims at better meeting the requirements of the users, enhancing knowledge transfer in its various forms, bridging gaps between researchers, game designers, trainers, trainees and labour market stakeholders eventually. In this light, we here showcase a study undertaken asynchronously by ESADE Business School in Barcelona, Spain, and Carol I National Defence University (NDU), Bucharest, Romania, to identify the possibilities of integrating serious games into curriculum for an ESP (English for Specific Purposes) module, in an adult education-context, given the specificities of time, age, background and cultural –embedding features.
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