About this paper:
Appears in: ICERI2023 Proceedings
Publication year: 2023
Pages: 4802-4809
ISBN: 978-84-09-55942-8
ISSN: 2340-1095
doi: 10.21125/iceri.2023.1197
Conference name: 16th annual International Conference of Education, Research and Innovation
Dates: 13-15 November, 2023
Location: Seville, Spain
The increasing complexity of the world as well as alarming global challenges have led to a growing demand for graduates with strong employability skills such as problem solving, communication, project management, responsible engineering, digital literacy and many more. Globally, the demand for innovative solutions to fight climate crisis calls raises the demand for comprehensive solutions. Consequently, it is crucial for engineering education to adapt to this reality and provide students with opportunities to (further) develop critical thinking, problem-solving, communication, teamwork, adaptability, responsibility and leadership abilities. To achieve this, many educational researchers have been promoting experience- and project-based as well as immersive learning scenarios in which students can not only learn about but also directly practice those skills and directly experience consequences of their actions in a safe environment.

One engaging and immersive approach in this regard is game-based learning, which can foster skill development in an enjoyable and interactive manner. The researchers involved in this work have implemented a game-based learning approach in which students participate in two consecutive game modules. In the first game, an Augmented Reality based application, the students need to collaborate in order to plan and construct a shop floor in the manufacturing industry. In the second game, they enter their factory and are asked to start the production process. Throughout these games, players encounter challenges and situations that require flexibility, effective communication, successful teamwork and cooperation for resolution. Before and after both games, the students participate in coaching sessions conducted by tutors. In addition, a web-based learning platform provides a comprehensive framework and connects the individual elements.

In this paper, the authors focus on the concept of the self-developed learning platform called TrainING Center, that uses a unique combination of interactive videos, quizzes and gamification elements and is interwoven with both serious games used in the lecture. They describe the singular elements as well as the learning objectives linked to each of them and embed this in the overall context of the course.

The TrainING Center will be used for the first time in the coming winter semester. As part of this, students' activities in it will be tracked so that future versions can be developed and additional subject areas added. For this purpose, the students' activity will be compared with the examination results. Future research could focus on identifying further suitable interactive elements for the platform and validating their use.
Engineering Education, e-learning, Learning Platform, Gamification, Game-Based Learning.