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Facilitation of Trust in Gaming Situations

Facilitation of Trust in Gaming Situations

Robyn Hromek
Copyright: © 2013 |Pages: 13
ISBN13: 9781466619876|ISBN10: 1466619872|EISBN13: 9781466619883
DOI: 10.4018/978-1-4666-1987-6.ch007
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MLA

Hromek, Robyn. "Facilitation of Trust in Gaming Situations." Student Usability in Educational Software and Games: Improving Experiences, edited by Carina Gonzalez, IGI Global, 2013, pp. 161-173. https://doi.org/10.4018/978-1-4666-1987-6.ch007

APA

Hromek, R. (2013). Facilitation of Trust in Gaming Situations. In C. Gonzalez (Ed.), Student Usability in Educational Software and Games: Improving Experiences (pp. 161-173). IGI Global. https://doi.org/10.4018/978-1-4666-1987-6.ch007

Chicago

Hromek, Robyn. "Facilitation of Trust in Gaming Situations." In Student Usability in Educational Software and Games: Improving Experiences, edited by Carina Gonzalez, 161-173. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1987-6.ch007

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Abstract

Games are inherently engaging and, when crafted to do so, provide an experiential, mediated learning space that is effective and fun. This chapter explores game-based learning and the role of the facilitator in optimizing learning. As referees, they make sure games proceed in a fair and orderly manner. As teachers, they look for teachable moments to ‘scaffold’ learning. As mentors, they debrief what happened to enhance learning and ensure psychological safety. The author reviews the literature and her practice as an educational psychologist to examine therapeutic board games and socio-emotional learning. The Life-Space Interview and Emotional First Aid are put forward as effective debriefing tools. An argument is made for the importance of face-to-face games and attention is drawn to concerns about excessive screen time.

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