Bridging educational and working environments through pervasive approaches

Abstract

In the education of mechanical engineers alternative learning methods like serious games, simulations etc. have been used in past decades to better the learning outcomes. However, a main concern is still the amount of resources used on adapting and modding games as well as the challenges related to the implementation in the class room setting. Typically a positive learning experience does not only rely on the game as such, but how good the facilitator or teacher is to change game mechanics and the narratives so that players with different learning curves, past experience and cognitive abilities all stay in flow and feel immersed. Physical simulation games played in a workshop setting often have this ability, whereas this still seems to be a challenge in digitalized games. The main purpose of this article is to identify mechanics that need to be adapted differently for different user groups in order to keep them in flow, motivated and engaged in order to have a high learning experience and how we can take advantage of technologies like VR to reduce the costs and the resources.