Games have been successfully used in educational settings for many years. Still, it is not known in detail which factors influence the use and effectiveness of educational games. The game environment, its technology, and other game mechanics are factors directly linked to the game itself. The player’s experience with the subject of the game and/or games in general, his or her motivation and expectations towards the gaming experience influence the outcome of a game-based learning experience. Some of the personal aspects, like age, were already addressed in earlier research. Cultural and gender differences though, were not a main object of study in educational gaming so far. This study started from certain assumptions about differences in game play, related to players’ cultural backgrounds and gender. Literature suggests that gender plays a role when it comes to game performance. This paper introduces outcomes of a study with a so-called Microgame, a brief game used to raise the awareness of interdependent planning operations. It shows that in this game, gender and culture make a difference in relation to the learning experience of the players, measured by game performance.@en

Many factors influence the use and effectiveness of educational games. The game environment, its technology, or game mechanics are factors directly linked to the game itself. Other aspects show a stronger relationship to the player, like his or her experience with the subject and/or games in general, his or her motivation and expectations towards the gaming experience. Some of the personal aspects, like age, are already addressed in related research. Cultural and gender differences though, are not a main object of gaming research so far. Nonetheless, the experience of the authors with educational games allowed for certain assumptions about differences in game play, related to player’s cultural backgrounds and gender. Literature suggests that gender plays a role when it comes to game performance. This paper introduces outcomes of a study with a so-called microgame, a brief game used to raise the awareness of interdependent planning operations. It shows that in this game, gender and culture make a difference in relation to the learning experience, measured by game performance.@en

Background. Complex, dynamic systems require flexible workforces with skills and attitudes responding to the dynamic work environment. Traditional, formal classroom oriented learning approaches often do not sufficiently support the development of such skills and attitudes and do not provide situated learning activities. Aim and Method. We propose the concept of Microgames as an active, situated learning approach. A Microgame is a simulation game that can be played in a short time period and that starts from a specific problem in the organization defined by a problem owner. To illustrate the concept, we introduce a case study with a Microgame called Yard Crane Scheduler. Results. The study’s results indicate that the Microgame used in our study represented an engaging experiential experience. It was able to foster the awareness of the players for interdependent planning tasks. Due to its shortness, the game’s reality is somewhat limited. To compensate for this limitation, a structured debriefing phase enables players to exchange information on successful planning strategies, enhancing the learning experienceby a social learning activity. Conclusions. Microgames are a novel approach towards situated, experiential learning. Its limitations, mainly caused by the constrained time for game play, have to be taken into account when defining learning goals. Despite this limitation, the Yard Crane Scheduler Microgame has been evaluated as an engaging and valid tool. Further research will investigate distinct design decisions and learning effects associated with the concept of Microgames.@en

With more flexible and large-scale learning environments, new design requirements for games emerge. Massive Open Online Courses (MOOCs) are one of the most important innovations in the learning field. Still, it is a challenge to motivate learners and to keep them motivated in such huge learning environments. To address this challenge, we redesigned a board game targeting at an integrated view on disruption and communication management in an intermodal transportation situation. From the redesign, we have learned that an online game works better with fewer roles, requires immediate feedback, and an engaging way of challenge to keep players motivated. Our findings can inform the design of games for large groups of players in an online environment.@en

This study introduces the concept of microgames to support situated learning in order to foster situational awareness (SA) of planners in seaport container terminals. In today’s complex working environments, it is often difficult to develop the required level of understanding of a given situation, described as situational awareness. A container terminal represents an important, complex node in the multimodal transportation of goods. Many operations have to be planned in order to ensure a high performance of the whole system. To evaluate the relation between SA and planning task performance, the authors conducted tests with 142 participants. They evaluated the role of SA in integrated planning activities, and the playability and usefulness of the microgame. In conclusion, the authors can state that SA is very conducive to integrated planning tasks in container terminal operations. The microgame approach allows for an enjoyable game activity, while providing a meaningful situated learning experience towards SA.@en