Abstract:

In our virtual paper we will give a summary of the potential of learning concepts based on the theory of game-based-learning in training and further education. First the state of the art about this highly topical issue will be summed up. Particulary the possibility of digital learning, and especially digital game-based-learning, to force the change from passive learning to more active ways of learning and teaching, has to be mentioned. Organisations’ benefit from this in case of a meaningful, didactic embedding in existing structures. Moreover, active learning is promoted.

From the perspective of a private educational institution, some steps to implement game-based-learning in organisations will be introduced in this paper. In addition, an example of a game-based-learning-concept will be presented. Based on a test execution of this real serious game, the use of game-based-learning in organisations will be discussed and finally some implications for practice will be given to the reader. These are adapted from the practical experiences from the private educational institution with the serious game „Eddies Teambuilding“ and are listed according to the theoretical findings (e.g. Gee, 2007):
• Look & Involvement: The technical functionality, the graphic design and the aesthetic presentation, especially the game design, have to be pleasant to the learner.
• Collaboration & Interactivity: Interactivity describes the action, to solve a problem with other learners and to make experiences together, in a way to enable them through problem-based learning to connect and transfer the game experiences within the everyday work in the operating processes.
• Balance & Motivation: A well-thought-out integration and composition from game-elements and learning, is the biggest challenge for the modern training and further education.

For future research and surveys in this thematical field, it is very interesting to analyse the longitudinal effects of game-based learning in organisations through a panel study. Also the concrete effects on training and further education are exciting - especially for the human ressources development or the organisational development.

References:
[1] Bischof, F. (2013). Innovation durch Gamifica¬tion. Der Einsatz von Spielelementen in Arbeitskontexten. OrganisationsEntwicklung (2), 42–46.
[2] Gee, J. P. (2007). Good Video Games + Good Learning: Collected Essays On Video Games, Learning, and Literacy. New York: Peter Lang International Academic Publishers.
[3] Prensky, M. (2007). Digital Game-Based Learning (Paragon House ed.). St. Paul, Minn.: Paragon House.
[4] Reinmann-Rothmeier, G. & Mandl, H. (2006). Unterrichten und Lernumgebungen gestalten. In A. Krapp & B. Weidenmann (Hrsg.), Pädagogische Psychologie. Ein Lehrbuch (Lehrbuch, 5., vollst. überarb. Aufl, S. 613-658). Weinheim [u.a.]: Beltz, Psychologie Verl.-Union.
[5] Van Eck, R. (2006). Digital Game-Based Learning. It's Not Just The Digital Natives Who Are Restless. Educause review, 41 (2), 17-30.
[6] Werbach, K., & Hunter, D. (2015). The Gamification Toolkit - Dynamics, Mechanics, and Components for the Win. Philadelphia: Wharton Digital Press.

Keywords:

Game-Based Learning, Education, Educational Institution, Practical Experience, Serious Game.