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Current Competencies of Game Facilitators and Their Potential Optimization in Higher Education: Multimethod Study
Jannicke Baalsrud Hauge1,2, Heinrich Söbke3, Thomas Bröker4
1KTH Royal Institute of Technology, Södertalje, Sweden.
JMIR Serious Games
|May 5, 2021
Summary
Serious games in higher education require facilitators with both managerial and technical skills. Occasional facilitators often lack formal training, highlighting a need for specific competency development to improve learning outcomes.
Area of Science:
- Educational Technology
- Game-Based Learning
- Higher Education Pedagogy
Background:
- Serious games are valuable learning tools in higher education.
- Facilitator competencies significantly impact learning outcomes in serious games.
- Higher education facilitators often lack formal training in game facilitation, unlike commercial trainers.
Purpose of the Study:
- To identify the actual competencies of occasional serious game facilitators in higher education.
- To determine the perceived competency deficits of these facilitators.
- To inform the development of effective training programs for game facilitators.
Main Methods:
- Qualitative analysis of experienced facilitators' reflections and focus group discussions (n=7).
- Guided interviews with additional occasional facilitators (n=4) to refine requirements.
- Online questionnaire administered to a larger group (n=30) based on initial findings and competency models.
Main Results:
- Facilitators require a blend of managerial and technical competencies for serious games in higher education.
- A general competency model for game facilitators is largely absent.
- Occasional game facilitators in higher education seldom receive formal, specific training.
Conclusions:
- The study identified essential competencies for serious game facilitators.
- There is a clear demand for specific, formal training programs for these facilitators.
- Developing a competency model will enhance the effectiveness of serious games in educational settings.
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