A computer-based simulation game helped students apply theoretical team-role knowledge to identify team roles in practice and evaluate their own performance in a role¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2021 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students used theoretical knowledge to identify team roles in practice and evaluated their own performance in a particular team role, including reflecting on personal traits affecting collaboration. → Elina Riivari 2021
Evidence¶
Elina Riivari 2021¶
Elina Riivari, Marke Kivijärvi, Anna-Maija Lämsä. (2021). Learning teamwork through a computer game: for the sake of performance or collaborative learning? Education Tech Research Dev. https://doi.org/10.1007/s11423-021-10009-4
q2 · i? · qualitative · r2
Qualitative content analysis of 309 individual feedback forms and 83 team reports from four course cohorts (2013–2016), coded against Belbin's team-role framework; Table 1 summarizes that the game allowed students to "identify the different team roles in practice" and evaluate their own role performance.
"The game simulation was successful in allowing the students to use their theoretical knowledge to identify the different team roles in practice, as well as to evaluate their own performance in a particular team role"
Discussion¶
Related Claims¶
- Team members' technical aptitude shaped role adoption, with less game-experienced members taking passive roles and power asymmetries limiting exploration — related
- Organization-simulation knowledge practices support interdisciplinary learning — related
- Computer-supported collaborative learning with simulation programs fostered conceptual change for students who were cognitively engaged and prepared to reflect on and reconstruct their conceptions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
simulation-game-team-role-self-reflection |
title |
A computer-based simulation game helped students apply theoretical team-role knowledge to identify team roles in practice and evaluate their own performance in a role |
description |
A computer-based simulation game helped students apply theoretical team-role knowledge to identify team roles in practice and evaluate their own performance in a role |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-29 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — elina-riivari-2021 |
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