Abstract
This article introduces a student-centered, double-effect learning concept on the basis of Serious Games (SG), which has been developed and established at a higher education institution in Germany. The underlying principle of the concept is a two-tiered students-for-students-approach, which encompasses on the first level the design, development and implementation of a SG for project management by 3rd year students in Business Information Systems Engineering (BISE). The SG then gets incorporated into courses on the respective topic in other degree courses of the same institution. Given the promising potential of SGs in higher education in general and the multiple application options for Serious Games specifically in BISE, the authors argue that their concept can provide a solution for some of the limiting issues to enabling a broader application of SGs such as time-consuming and costly development or alignment of SGs to the curriculum of the target group.
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Acknowledgments
Special thanks goes out to our students of the WIMBIT11B and 12C courses and their inconceivable effort to bring the SG students-for-students development concept into practical existence. We also thank the students of the WIMBIT12A + B courses for their work on the new and latest SG from the IMBIT team: brillianICM.com.
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Mayr, P., Bendl, H., Mörike, F. (2016). The Double-Effect Approach to Serious Games in Higher Education: Students Designing and Developing Serious Games for Other Students. In: De Gloria, A., Veltkamp, R. (eds) Games and Learning Alliance. GALA 2015. Lecture Notes in Computer Science(), vol 9599. Springer, Cham. https://doi.org/10.1007/978-3-319-40216-1_5
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DOI: https://doi.org/10.1007/978-3-319-40216-1_5
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