Secondly, all players felt that it

Secondly, all players felt that it was fruitful to play the game in teams. There was so much going on in the game that one person could not handle the game alone. According to players, the roles in the teams formed easily and everyone could affect on decision making. Players also felt that knowledge sharing during gaming facilitated learning. However, one team mentioned that the gaming was so intensive that they did not have time to share enough thoughts. Furthermore, some of the players felt that the game could be more effective if each team member could have his or her own computer. In that case, each player could have a certain, more realistic role in the company. According to John, this kind of arrangement would have increased the knowledge sharing and learning from others. Such practice refers to scripting collaboration (Dillenbourg, 2002) idea that could be implemented as structures supporting players' collaborative processes. In practice, it could be utilised, for example, in role formation.

結果 (繁體中文) 2:

其次，所有球員都認為在小組賽中比賽是卓有成效的。遊戲中發生了很多事情，以至於一個人無法獨自處理比賽。據球員說，球隊中的角色很容易形成，每個人都可以影響決策。玩家們也覺得遊戲期間的知識共用有助於學習。然而，一個團隊提到，遊戲是如此密集，他們沒有時間分享足夠的想法。此外，一些玩家認為，如果每個團隊成員都有自己的電腦，遊戲可能會更有效。在這種情況下，每個玩家都可以在公司中扮演一個某種更現實的角色。約翰認為，這種安排會增加知識的分享和向他人學習。這種做法是指腳本協作（Dillenbourg，2002年），可以作為支援參與者協作進程的結構加以實施。在實踐中，它可用於，例如，在角色形成。

結果 (繁體中文) 3:

第二，所有的球員都覺得團隊合作是很有成效的。這場比賽進行得太多了，一個人無法獨自應付比賽。根據球員的說法，球隊中的角色很容易形成，每個人都會影響決策。玩家也覺得在遊戲中分享知識有助於學習。然而，一個團隊提到，遊戲是如此密集，他們沒有時間分享足够的想法。此外，一些玩家認為，如果每個隊員都有自己的電腦，遊戲可能會更有效。在這種情況下，每個參與者都可以在公司中扮演某種更現實的角色。據約翰說，這種安排會新增知識共享和向他人學習的機會。這種做法是指腳本合作（Dillenbourg，2002）的想法，可以實現為支持玩家合作過程的結構。在實踐中，它可以被利用，例如，在角色形成中。