Abstract:

Teamwork quality has been conceptualized as a multidimensional construct that reflects, inside the group, the quality of interpersonal interactions. Its several dimensions reflect both group processes (i. e. communication, coordination) and group emergent states (i. e. cohesion, perceived performance). Several advantages are derived from the use of teamwork expertise and synergistic interactions within groups in educational settings. Amongst others, teamwork expertise enhances workforce readiness given that students would develop specific teamwork knowledge and competences. In this sense it is not surprising that substantial effort has been paid to analyse how to foster the quality of interpersonal interactions within groups in educational settings. Gamification -the application of gameful thinking and game mechanics in non-game contexts to engage users in solving problems or carrying out tasks- can favour effective learning in a variety of subjects and groups processes and interactions, as well as to exert a positive influence on teamwork expertise and even to build more confidence for on-the-job application of learned knowledge improving key competences both in educational as well as in labour environments as critical thinking, problem solving, communication skills, conflict resolution and team working. In fact, in this our highly dynamic complex business world the individual ability to collaborate, to work and to learn in teams in increasingly important.

Whereas team work is a crucial part of contemporary higher education, despite of its positive outcomes are numerous, undergraduates attitudes towards working with others as a group are not always of a positive nature. Such attitudes and beliefs would not only lead to a poor achievement in group task results terms, but also in fostering a sense of unity whereby the whole is greater than the simple sum of its parts, or in order words in building a team. Team building can be regarded as a way, a method of helping the group to increase effectiveness, satisfy the needs of its members or even improve work conditions. Across a variety of settings, team building interventions have shown that team building is positive related with team performance and effectiveness. Gamification could represent a powerful tool in building teams in higher educational context, being needed more empirical research at this level.

Psychology, physiotherapy and occupational therapy university undergraduates, throughout their university training must acquire the competence to work in teams, as well as they are going to work frequently in teams in their professional exercise. In this context this paper deals with examining the effects of a serious game called “the group to the rescue” on undergraduates´ own perceptions for teambuilding.

This simulation game implied for participants to be confronted to a new and a potential stressfully situation that needs a fast and effective solution as a group. Our results in sample composed by 90 Psychology, Physiotherapy and Occupational Therapy that participated in the game, showed that after it, they existed significant differences regard to some important dimensions of teamwork quality perceptions. More concretely this game supposed a positive influence in terms of communication, cohesion and coordination. These results are useful in order to enhance teamwork quality and building teams in higher educational contexts.

Keywords:

Game-based learning, Teamwork quality, teambuilding, Psychology, Physiotherapy and Occupational therapy undergraduates.