Project Learn&Play: Piloting a Game-based Instruction for Students in Comparison to an Engineering Lecture

Abstract

Challenges stemming from change processes such as the climate crisis are ubiquitous. To address these challenges, highly skilled specialists are needed. However, engineering courses show a decrease in enrolment numbers and high drop-out rates. Furthermore, engineering students represent a rather homogeneous group. Since diverse groups are more innovative and effective in addressing future problems, it is desirable to increase not only the quantity but also the diversity of enrolments. Therefore, the project Learn&Play utilises a game-based instruction to raise interest in engineering amongst a diverse group of people. To examine the effects of the game regarding content-specific and activity-based motivation, attitude, the self-concept of ability and cognition as well as differences in contrast to conventional instructions and gender, a study in a mixed-design was conducted. A main effect of cognition and an interaction effect for cognition and gender as well as the self-concept of ability and gender could be detected. Furthermore, recorded gameplay sessions gave useful insights into the engagement process as well as influential effects.