| Abstrakt: |
Despite the broader range and better quality of STEM study programs, the interest is stagnant if not dropping. Factors significantly predicting the choice of study and academic achievement include one’s self concept of ability as well as interest in relevant school subjects and the subject of study itself (Eccles & Wigfield, 2002). Once enrolled, elementary students are faced with a series of challenges that can lead to poor exam performances or even study termination (Dammann, 2016). Among them are the abstract nature of the learning content and the highly formalized problem solving procedures. The question, then, is how the heterogeneous group of prospective students can be motivated to prepare themselves for these challenges. The serious game under development focuses on the gameful introduction of basic knowledge and skills in engineering studies. The underlying model combines game-based learning methods with applied exercises that are adaptive and personalisable. This approach is used to support the students’ motivation, interest and selfconcept of ability (Eccles & Wigfield, 2002). Players can customize their own avatars, choose between different learning paths and access the glossary in different language registers. Moreover, the learning content adapts to their level of expertise. Furthermore, an elaborated two-tier feedback system is provided (Narciss, 2012). The applied exercises are designed to illustrate coherences and offer the possibility to try out common problem solving procedures (Lehner, 2019). The game setting combines these different aspects by forming a loop of task selection, user behavior and feedback (Garris, Ahlers & Driskell, 2002). After implementing the first fully functional prototype, the next step will be to evaluate the game as well as its underlying model on the basis of motivational and cognitive variables and test its use in different (higher) educational contexts. [ABSTRACT FROM AUTHOR] |
