This study investigates the possibilities and limits of pedagogical computer games in vocational education. Study attempts to combine the technological possibilities of game environments and the theoretical knowledge of collaborative learning (e.g. Koschmann, 1996), particularly with relation to computer-supported collaboration scripts (e.g. Kobbe, Weinberger, Dillenbourg, Harrer, Hämäläinen, Häkkinen & Fischer, 2007). The aim is to use scripts and different game levels in a way that supports pedagogical goals (Hämäläinen, 2008). In this study a design-based (e.g. Brown, 1992; Collins, 1992) research approach was applied. Study comprises the development of the three different scripted game environments (called Secure, Voltage and Decore) and the related empirical study. Study is a joint effort between three parties (Institute for Educational Research, University of Jyväskylä, Vocational Institute of Technology, Jyväskylä and Korento Ltd). Games were expected to offer learners some added value in comparison to the traditional vocational learning processes. All three games contain both individual and collaborative tasks, which were based on authentic (e.g. Strijbos, Kirschner & Martens, 2004) needs of vocational learning (Bruijn, 2004). The main aim for individual tasks is to ratification and recapitulation in vocational skills. In collaborative tasks the players are encouraged and motivated to work as a team and also the aim is cultivate the communication skills of the players. The first game “Secure” is a virtual 3D online game for four players and it aims at problem-solving relative to work safety in the field of construction. The second game “Voltage” is also 3D online learning game for four players. Voltage deals with constructing the electrification of the house. In the third game “Decore”, players may awake their interior decorator. Players suppose to choose covering materials for the apartment for different kind of customers. Due to the limited duration of the experiment, the content of the each game caters for approximately 60 minutes of goal-oriented activities. Role management and player-to-player communication are supported by chat and/or voiceover-IP speech systems.

Within the study three empirical experiments (N=102) were conducted. Various means of data collection were used in order to capture, in a systemic manner, the complex relationships and dynamics between different variables within the diverse data (Salomon, 1997). Authentic classroom was partly modified to laboratory environment. Data were gathered by videotaping each group, audio recording their discussions and/or logging chat conversations and player activities during the game. Other sources of data included observation notes, interviews and the results of the final test. Multiple methods of data analysis were used to draw conclusions for further work. In each sub–study, different phases of the scripts gave grounding for the analysis. Methods of analysis had four steps (see, Hämäläinen & Arvaja, 2008) verifying data, examining did the groups follow the structure of the script (amount of activities), analyzing quality of collaboration (quality of activities), and comparing group differences.

According to the findings educational games can be used for expanding the teaching and learning methods used on vocational education. The Secure, Voltage and Decore game environments enriched the learning process by addressing aspects of work in a manner that wouldn’t have been possible in traditional classroom settings. Pedagogical quality and usability high enough makes easier for students to motivate and commit themselves to the learning tasks. New technological applications offer tools for supporting collaboration within teams. At its best, carefully designed scripted games encourage and even force learners to enter into collaborative knowledge construction situations, in which new knowledge can be created.