For the most part, the serious games we create at House of Knowledge are collaborative, letting players work together in small groups throughout game play. This is great for learning - which is why we apply group work so adamantly - but it also creates the potential for some beneficial side effects. Play is an ideal situation for groups of participants to develop into cohesive teams, and learn a thing or two about teamwork along the way.
Teamwork and (collaborative) play can be understood as tightly connected processes. The benefits that can be reaped from collaborative play and learning, are contingent on establishing much the same underlying properties that efficient teamwork hinges on. Research within the fields of teamwork and management, therefore, contains insight which can be useful for understanding how collaborative serious games function - and the beneficial side effects players might expect.
One topic which we find especially illuminating is that of team emergent states (TES), cognitive, affective, or motivational team properties that are dynamic and vary as a function of context and processes [1]. Such states can take many forms, but according to a recent review [2] the most widely researched and used states in current research literature are (team):
Some of these states are more easily established during play than in other situations, perhaps especially trust and psychological safety. When playing a game, there are no vested interests, no reason to withhold information, and no real consequences of making mistakes. This means no reason not to trust the team, and no reason to avoid risks. For other TES, serious games may offer a fitting context for establishing and developing. For instance, a good game allows people with diverse backgrounds to play their strengths, drawing out diverging knowledge and expertise to establish team cognition. Games may also illuminate players' preferences in a low stakes environment, providing insights into attitudes and expectations, supporting the formation of shared norms and a team climate that works for all.
Certainly there is much more to be said for the use of collaboration or teamwork in serious games, but the TES lens affords a well-founded and rather concrete view of some ways in which play may inspire teamwork - and prompt players to experience and understand the benefits thereof.
References:
[1] Marks, Michelle A., John E. Mathieu, and Stephen J. Zaccaro. “A Temporally Based Framework and Taxonomy of Team Processes.” Academy of Management Review 26, no. 3 (July 2001): 356–76. https://doi.org/10.5465/amr.2001.4845785.
[2] Rapp, Tammy, Travis Maynard, Monique Domingo, and Elizabeth Klock. “Team Emergent States: What Has Emerged in the Literature over 20 Years.” Small Group Research 52, no. 1 (February 2021): 68–102. https://doi.org/10.1177/1046496420956715.
Teamwork and (collaborative) play can be understood as tightly connected processes. The benefits that can be reaped from collaborative play and learning, are contingent on establishing much the same underlying properties that efficient teamwork hinges on. Research within the fields of teamwork and management, therefore, contains insight which can be useful for understanding how collaborative serious games function - and the beneficial side effects players might expect.
One topic which we find especially illuminating is that of team emergent states (TES), cognitive, affective, or motivational team properties that are dynamic and vary as a function of context and processes [1]. Such states can take many forms, but according to a recent review [2] the most widely researched and used states in current research literature are (team):
- Climate - perception of norms, attitudes, and expectations.
- Cognition - mental organization and distribution of knowledge.
- Trust - perception of dependability and trustworthiness.
- Cohesion - perception of forces encouraging members to stay in team.
- Psychological safety - perception of team as a safe place to speak up and take risks.
- Confidence - perception of team's general and task-specific abilities.
- Identification - sense of identification with the team.
- Psychological empowerment - beliefs regarding authority and responsibility for work.
Some of these states are more easily established during play than in other situations, perhaps especially trust and psychological safety. When playing a game, there are no vested interests, no reason to withhold information, and no real consequences of making mistakes. This means no reason not to trust the team, and no reason to avoid risks. For other TES, serious games may offer a fitting context for establishing and developing. For instance, a good game allows people with diverse backgrounds to play their strengths, drawing out diverging knowledge and expertise to establish team cognition. Games may also illuminate players' preferences in a low stakes environment, providing insights into attitudes and expectations, supporting the formation of shared norms and a team climate that works for all.
Certainly there is much more to be said for the use of collaboration or teamwork in serious games, but the TES lens affords a well-founded and rather concrete view of some ways in which play may inspire teamwork - and prompt players to experience and understand the benefits thereof.
References:
[1] Marks, Michelle A., John E. Mathieu, and Stephen J. Zaccaro. “A Temporally Based Framework and Taxonomy of Team Processes.” Academy of Management Review 26, no. 3 (July 2001): 356–76. https://doi.org/10.5465/amr.2001.4845785.
[2] Rapp, Tammy, Travis Maynard, Monique Domingo, and Elizabeth Klock. “Team Emergent States: What Has Emerged in the Literature over 20 Years.” Small Group Research 52, no. 1 (February 2021): 68–102. https://doi.org/10.1177/1046496420956715.