Abstract:

Since several years computer simulations and video games, known as serious games, are used to enrich learning environments. As digital game based learning is getting more popular it is important to understand the induced process of learning. Based on the Input-Process-Outcome model of Garris we propose a differentiation into three dimensions: The process of experiential learning, support of metacognitve abilities and the impact of player characteristics like age or sex. Ongoing we describe the development of the serious game FISS ("Fertigungs- und Instandhaltungs- Strategie Simulation" - Production and Maintenance Strategy Simulation) which was developed in a cooperation of the German based car manufacturer Daimler and the Goethe University Frankfurt Main. FISS is a round based strategy simulation game: The player manages a virtual factory and takes care of different tasks, like hiring employees and assigning tasks to them, repairing and upgrading machines while trying to maximize the profits. It was used and evaluated in the fourth quarter of 2009 during an engineer training for teaching advanced maintenance strategies. The evaluation focus the three dimensions of our learning model and examines their impact on the participants learning improvements.

Keywords:

Game Based Learning, DGBL, Serious Games, Learning Styles, Digital Natives, Digital Immigrants, Learning Preferences, Metacognition.