IMPACTS OF LEARNING PREFERENCES ON DIGITAL GAME-BASED LEARNING

For several years now, computer simulations and video games, known as serious games, have been 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 of three dimensions: The process of experiential learning, support of metacognitve abilities and the impact of player characteristics like age or sex. As we go on, we will describe the development of the serious game FISS ("Fertigungs- und Instandhaltungs-Strategie Simulation" - Production and Maintenance Strategy Simulation) which was developed in cooperation with the Germany-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 engineer training for teaching advanced maintenance strategies. The evaluation focuses on the three dimensions of our learning model and examines their impact on the participants' learning improvements.